Education, Society and Human Nature PDF Download

Author: Anthony O'Hear
Publisher: Routledge
ISBN: 0415698227
Category : Education
Languages : en
Pages : 194

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Book Description
Intended primarily for education students this book provides an introduction to the philosophy of education that tackles educational problems and at the same time relates them to the mainstream of philosophical analysis. Among the educational topics the book discusses are the aims of education, the two cultures debate, moral education, equality as an ideal and academic elitism. It examines the limitations of a purely technological education, and suggests the shape of a balanced curriculum. It critically analyses important educational theses in the work of Rousseau, Dewey, R S Peters, P H Hirst, F R Leavis, Ronald Dworkin and G H Bantock, among many others, and considers the philosophical copics of relativism, the nature of knowledge, the basis of moral choice, the value of democracy and the status of religious claims.

Author: Gert Biesta
Publisher: Routledge
ISBN: 1317208110
Category : Education
Languages : en
Pages : 226

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Book Description
The Rediscovery of Teaching presents the innovative claim that teaching does not necessarily have to be perceived as an act of control but can be understood and configured as a way of activating possibilities for students to exist as subjects. By framing teaching as an act of dissensus, that is, as an interruption of egological ways of being, this book positions teaching at the progressive end of the educational spectrum, where it can be reconnected with the emancipatory ambitions of education. In conversation with the works of Emmanuel Levinas, Paulo Freire, Jacques Rancière, and other theorists, Gert Biesta shows how students’ existence as subjects hinges on the creation of existential possibilities, through which students can assert their "grown-up" place in the world. Written for researchers and students in the areas of philosophy of education, educational theory, curriculum theory, teaching, and teacher education, The Rediscovery of Teaching demonstrates the important role of teachers and teaching in the project of education as emancipation towards grown-up ways of being in the world.

Author: Enrique D. Dussel
Publisher: punctum books
ISBN: 195019227X
Category : Education
Languages : en
Pages : 205

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Book Description
Enrique Dussel is considered one of the founding philosophers of liberation in the Latin American tradition, an influential arm of what is now called decoloniality. While he is astoundingly prolific, relatively few of his works can be found in English translation - and none of these focus specifically on education. Founding members of the Latin American Philosophy of Education Society David I. Backer and Cecilia Diego bring to us Dussel's THE PEDAGOGICS OF LIBERATION: A Latin American Philosophy of Education, the first English translation of Dussel's thinking on education, and also the first translation of any part of his landmark multi-volume work Towards an Ethics of Latin American Liberation. Dussel's ouevre is an impressive intellectual mosaic that uses Europeans to disrupt European thinking. This mosaic has at its center French philosopher Emmanuel Levinas, but also includes Ancient Greek philosophy, Thomist theology, modern Enlightenment philosophy, analytic philosophy of language, Marxism, psychoanalysis (Freud, Klein, evolutionary psychology, neuroscience), phenomenology (Sartre, Heidegger, Husserl, Hegel), critical theory (Frankfurt School, Habermas), and linguistics. Dussel joins these traditions to Latin American history, literature, and philosophy, specifically the work of Octavio Paz, Ivan Illich, and the philosophers of liberation whom Dussel studied with in Argentina before his exile to Mexico in the late 1970s. Drawing heavily from the ethical philosophy of Emmanuel Levinas, Dussel examines the dominating and liberating features of intimate, concrete, and observable interactions between different kinds of people who might sit down and have face-to-face encounters, specifically where there may be an inequality of knowledge and a responsibility to guide, teach, learn, care, or study: teacher-student, politician-citizen, doctor-patient, philosopher-nonphilosopher, and so on. Those occupying the superior position of these face-to-face encounters (teachers, politicians, doctors, philosophers) have a clear choice for Dussel when it comes to their pedagogics. They are either open to hearing the voice of the Other, disrupting their sense of what is and should be by a newness beyond what they know; or, following the dominant pedagogics, they can try to communicate and instruct their sense of what is and should be to the (supposed) tabula rasas in their charge. Dussel calls that sense of what is and should be "lo Mismo." This groundbreaking translation makes possible a face-to-face encounter between an Anglo Philosophy of Education and Latin American Pedagogics. "Pedagogics" should be considered as a type of philosophical inquiry alongside ethics, economics, and politics. Dussel's pedagogics is a decolonizing pedagogics, one rooted in the philosophy of liberation he has spent his epic career articulating. With an Introduction by renowned philosopher Linda Martin Alcoff, this book adds an essential voice to our conversations about teaching, learning, and studying, as well as critical theory in general. ENRIQUE DUSSEL was born in 1934 in the town of La Paz, in the region of Mendoza, Argentina. He first came to Mexico in 1975 as a political exile and is currently a Mexican citizen, Professor in the Department of Philosophy at the Iztapalapa campus of the Universidad Aut�noma Metropolitana (Autonomous Metropolitan University, UAM), and also teaches courses at the Universidad Nacional Aut�noma de M�xico (National Autonomous University of Mexico, UNAM). He has an undergraduate degree in Philosophy (from the Universidad Nacional de Cuyo/National University of Cuyo in Mendoza, Argentina), a Doctorate from the Complutense University of Madrid, a Doctorate in History from the Sorbonne in Paris, and an undergraduate degree in Theology obtained through studies in Paris and M�nster.

Author: J. Garrison
Publisher: Springer
ISBN: 1137026189
Category : Education
Languages : en
Pages : 362

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Book Description
John Dewey is considered not only as one of the founders of pragmatism, but also as an educational classic whose approaches to education and learning still exercise great influence on current discourses and practices internationally. In this book, the authors first provide an introduction to Dewey's educational theories that is founded on a broad and comprehensive reading of his philosophy as a whole. They discuss Dewey's path-breaking contributions by focusing on three important paradigm shifts – namely, the cultural, constructive, and communicative turns in twentieth-century educational thinking. Secondly, the authors recontexualize Dewey for a new generation who has come of age in a very different world than that in which Dewey lived and wrote by connecting his philosophy with six recent and influential discourses (Bauman, Foucault, Bourdieu, Derrida, Levinas, Rorty). These serve as models for other recontexualizations that readers might wish to carry out for themselves.

Author: Yvonne Raley
Publisher: Routledge
ISBN: 1135227381
Category : Education
Languages : en
Pages : 247

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Book Description
Rather than having formed a global community, today’s society is more fragmented than ever. In light of this, education faces some formidable new challenges. The authors of this collection of essays explore these challenges, and suggest some novel ways of dealing with them.

Author: Gert J. J. Biesta
Publisher: Routledge
ISBN: 1317263308
Category : Education
Languages : en
Pages : 155

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Book Description
This is a book about what many teachers know but are increasingly being prevented from talking about: that real education always involves a risk. The risk is there because, as W. B. Yeats has put it, education is not about filling a bucket but about lighting a fire. It is there because students are not to be seen as objects to be moulded and disciplined, but as subjects of action and responsibility. The Beautiful Risk of Education is organised around a critical discussion of seven key educational concepts: creativity, communication, teaching, learning, emancipation, democracy, and virtuosity. By opposing the risk aversion that characterises many contemporary educational policies and practices, Gert J.J. Biesta makes a strong argument for giving risk a central place in our educational endeavours and brings risk taking to the forefront of a critical pedagogical practice.

Author: John Dewey
Publisher: Createspace Independent Publishing Platform
ISBN:
Category : Juvenile Nonfiction
Languages : en
Pages : 456

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Book Description
. Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word "control" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment.

Author: John Dewey
Publisher: Simon and Schuster
ISBN: 1416587276
Category : Education
Languages : en
Pages : 62

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Book Description
Experience and Education is the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education (Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

Author: William Hare
Publisher: Brush Education
ISBN: 1550594451
Category : Education
Languages : en
Pages : 470

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Book Description
Revised and updated with 25 new essays, the fourth edition of this bestselling collection brings together more than 30 leaders in the field of educational theory. An engaging exploration of the ideas and trends shaping education in today's classrooms, Philosophy of Education includes topics on high-stakes testing, consumerism in education, and social justice issues in the classroom. How can we teach students moral values while avoiding indoctrination? How should a teacher deal with controversial issues in the classroom? What role should standards play in education, and who develops those standards? And why is the link between theory and practice in the classroom important in the first place? Philosophy of Education provides students, teachers, and administrators with a lively and accessible introduction to the central debates and issues in education today.

Author: Jana Mohr Lone
Publisher: Rowman & Littlefield
ISBN: 1442234792
Category : Education
Languages : en
Pages : 257

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Book Description
Philosophy in Education: Questioning and Dialog in K-12 Classrooms is a textbook in the fields of pre-college philosophy and philosophy of education, intended for philosophers and philosophy students, K-12 classroom teachers, administrators and educators, policymakers, and pre-college practitioners of all kinds. The book offers a wealth of practical resources for use in elementary, middle school, and high school classrooms, as well as consideration of many of the broader educational, social, and political topics in the field, including the educational value of pre-college philosophy, the philosophies of education that inform this philosophical practice, and the relevance of pre-college philosophy for pressing issues in contemporary education (such as education reform, child development, and prejudice and privilege in classrooms). The book includes sections on: the expansion of philosophy beyond higher education to pre-college populations; the importance of wondering, questioning and reflection in K-12 education; the ways that philosophy is uniquely suited to help students cultivate critical reasoning and independent thinking capacities; how to develop classroom communities of philosophical inquiry and their potentially transformative impact on students; the cultivation of philosophical sensitivity and positive identity formation in childhood; strategies for recognizing and diminishing the impact of social inequalities in classrooms; and the relationship between introducing philosophy in schools and education reform.