Rethinking Ethical-Political Education PDF Download

Author: Torill Strand
Publisher: Springer Nature
ISBN: 3030495248
Category : Education
Languages : en
Pages : 285

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Book Description
This book offers a variety of outlooks and perspectives on the constitutive values and formative norms of a society, reflected by discourses on ethical-political education. It also discusses conceptual and critical philosophical works combined with empirical studies. The book is divided into three parts: the first part describes contemporary youth’s tangible experience of and reflections on ethical-political issues, while the second part explores the potential powers and pitfalls of educational philosophies, old and new. The third part highlights cutting edge issues within the humanities and social sciences, and examines the prospects of a fruitful rethinking of ethical-political education in response to today’s pressing issues. By addressing current dilemmas with diligence and insight, the authors offer solid arguments for new theoretical and practical directions to promote philosophical clarification and advance research. Intended for students, teachers and researchers, the book provides fresh perspectives on the many facets of ethical-political education, and as such is a valuable contribution to educational research and debate.

Author: Colin Heydt
Publisher: A&C Black
ISBN: 1847142923
Category : Philosophy
Languages : en
Pages : 175

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Book Description
Discussion of John Stuart Mill's ethics has been dominated by concern with right and wrong action as determined by the principle of utility. Colin Heydt's book unearths the rich context of moral and socio-political debate that Mill did not have to make explicit to his Victorian readers, in order to enrich the philosophical analysis of his ethics and to show a famous and misunderstood moralist in a new light.

Author: Mark E. Jonas
Publisher: Routledge
ISBN: 1351003488
Category : Education
Languages : en
Pages : 195

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Book Description
Nietzsche’s Philosophy of Education makes the case that Nietzsche’s ​philosophy has ​significant import for the theory and contemporary practice of education, arguing that ​some of ​Nietzsche​'s most important ​ideas ​have been misunderstood by ​previous ​interpreters. ​In ​providing novel reinterpretations of ​Nietzsche's ​ethical theory, political​ philosophy​ and philosophical anthropology ​and outlining concrete ways in which ​these ideas can enrich teaching and learning in modern democratic schools, the book sets itself apart​ from previous works on Nietzsche​. This is one of the first ​extended engagements with Nietzsche’s philosophy ​which attempts to determine his true legacy for democratic education. ​In its engagement with both the vast secondary literature on Nietzsche's philosophy and the educational implications of his philosophical vision, this book makes a unique contribution to both the philosophy of education and Nietzsche scholarship. In addition, its ​development of four concrete pedagogi​cal approaches from Nietzsche's educational ideas ​makes the book a potentially helpful guide to meeting the practical challenges of ​contemporary teaching. This book will be of great interest to Nietzsche scholars, researchers in the philosophy of education and ​​students studying educational foundations.

Author: Elizabeth Kiss
Publisher: Duke University Press
ISBN: 0822391597
Category : Education
Languages : en
Pages : 364

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Book Description
After decades of marginalization in the secularized twentieth-century academy, moral education has enjoyed a recent resurgence in American higher education, with the establishment of more than 100 ethics centers and programs on campuses across the country. Yet the idea that the university has a civic responsibility to teach its undergraduate students ethics and morality has been met with skepticism, suspicion, and even outright rejection from both inside and outside the academy. In this collection, renowned scholars of philosophy, politics, and religion debate the role of ethics in the university, investigating whether universities should proactively cultivate morality and ethics, what teaching ethics entails, and what moral education should accomplish. The essays quickly open up to broader questions regarding the very purpose of a university education in modern society. Editors Elizabeth Kiss and J. Peter Euben survey the history of ethics in higher education, then engage with provocative recent writings by Stanley Fish in which he argues that universities should not be involved in moral education. Stanley Hauerwas responds, offering a theological perspective on the university’s purpose. Contributors look at the place of politics in moral education; suggest that increasingly diverse, multicultural student bodies are resources for the teaching of ethics; and show how the debate over civic education in public grade-schools provides valuable lessons for higher education. Others reflect on the virtues and character traits that a moral education should foster in students—such as honesty, tolerance, and integrity—and the ways that ethical training formally and informally happens on campuses today, from the classroom to the basketball court. Debating Moral Education is a critical contribution to the ongoing discussion of the role and evolution of ethics education in the modern liberal arts university. Contributors. Lawrence Blum, Romand Coles, J. Peter Euben, Stanley Fish, Michael Allen Gillespie, Ruth W. Grant, Stanley Hauerwas, David A. Hoekema, Elizabeth Kiss, Patchen Markell, Susan Jane McWilliams, Wilson Carey McWilliams, J. Donald Moon, James Bernard Murphy, Noah Pickus, Julie A. Reuben, George Shulman, Elizabeth V. Spelman

Author: Edda Sant
Publisher: Springer Nature
ISBN: 3030762998
Category : Education
Languages : en
Pages : 249

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Book Description
"In professional and academic contexts nothing is more important than helping people to understand and engage with democratic society. Sant has written an excellent book which helps greatly towards that end. She has developed incisive new arguments about the nature of contemporary politics and education. Using the most recent as well as classic literature, she explores key ideas and issues. Through wide ranging discussions and by referring to her own valuable empirical work she characterizes and creates thoughtful insights and innovative pedagogical approaches. This book achieves the very difficult task of illuminating complex ideas at the same time as helping to determine practical ways to achieve social justice through education. Political education has been neglected for too long. This book is a bold new step in its achievement." —Ian Davies, Emeritus Professor, University of York, UK This book examines political education in times of democratic crisis, polarisation and uncertainty. Using populism as a diagnostic tool, the book scrutinises current democratic practices and considers alternatives for future social studies and citizenship education. The author examines contemporary events including Brexit, the Catalan referendum for independence and protests in Chile to ask how democratic educators can respond to times of crisis. Centered on themes of knowledge and ideology, the book draws together political philosophy and educational research to map out, critically analyse and offer alternatives to dominant debates on political education. It will be of interest and value to scholars examining the relationship between democracy and educational theory and practice. Edda Sant is Senior Lecturer at Manchester Metropolitan University, UK. A former social studies teacher, her research interests lie in citizenship, political and democratic education. She has published widely in this field, and in 2016 was recognized with a Children’s Identity & Citizenship European Association Award.

Author: Beth Hinderliter
Publisher: Duke University Press
ISBN: 0822390973
Category : Art
Languages : en
Pages : 382

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Book Description
Communities of Sense argues for a new understanding of the relation between politics and aesthetics in today’s globalized and image-saturated world. Established and emerging scholars of art and culture draw on Jacques Rancière’s theorization of democratic politics to suggest that aesthetics, traditionally defined as the “science of the sensible,” is not a depoliticized discourse or theory of art, but instead part of a historically specific organization of social roles and communality. Rather than formulating aesthetics as the Other to politics, the contributors show that aesthetics and politics are mutually implicated in the construction of communities of visibility and sensation through which political orders emerge. The first of the collection’s three sections explicitly examines the links between aesthetics and social and political experience. Here a new essay by Rancière posits art as a key site where disagreement can be staged in order to produce new communities of sense. In the second section, contributors investigate how sense was constructed in the past by the European avant-garde and how it is mobilized in today’s global visual and political culture. Exploring the viability of various models of artistic and political critique in the context of globalization, the authors of the essays in the volume’s final section suggest a shift from identity politics and preconstituted collectivities toward processes of identification and disidentification. Topics discussed in the volume vary from digital architecture to a makeshift museum in a Paris suburb, and from romantic art theory in the wake of Hegel to the history of the group-subject in political art and performance since 1968. An interview with Étienne Balibar rounds out the collection. Contributors. Emily Apter, Étienne Balibar, Carlos Basualdo, T. J. Demos, Rachel Haidu, Beth Hinderliter, David Joselit, William Kaizen, Ranjanna Khanna, Reinaldo Laddaga, Vered Maimon, Jaleh Mansoor, Reinhold Martin, Seth McCormick, Yates McKee, Alexander Potts, Jacques Rancière, Toni Ross

Author: Kristin Elaine Reimer
Publisher: Springer Nature
ISBN: 9811979855
Category : Education
Languages : en
Pages : 250

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Book Description
This open access book is the first of a two-volume series focusing on how people are being enabled or constrained to live well in today’s world, and how to bring into reality a world worth living in for all. The chapters offer unique narratives drawing on the perspectives of diverse groups such as: asylum-seeking and refugee youth in Australia, Finland, Norway and Scotland; young climate activists in Finland; Australian Aboriginal students, parents and community members; families of children who tube feed in Australia; and international research students in Sweden. The chapters reveal not just that different groups have different ideas about a world worth living in, but also show that, through their collaborative research initiative, the authors and their research participants were bringing worlds like these into being. The volume extends an invitation to readers and researchers in education and the social sciences to consider ways to foster education that realises transformed selves and transformed worlds: the good for each person, the good for humankind, and the good for the community of life on the planet. The book also includes theoretical chapters providing the background and rationale behind the notion of education as initiating people into ‘living well in a world worth living in'. An introductory chapter discusses the origins of the concept and the phrase.

Author: Inga Bostad
Publisher: Taylor & Francis
ISBN: 1000899276
Category : Education
Languages : en
Pages : 271

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Book Description
This edited book challenges the limits of current educational philosophical discourse and argues for a restored normativisation of education through a powerful notion of justice. Moving beyond conventional paradigms of how justice and education relate, the book rethinks the promotion of justice in, for, and through education in its current state. Chapters combine international and diverse philosophical perspectives with a focus on contemporary issues, such as climate change, the COVID-19 pandemic, racism, and migrant crises. Divided into three distinct parts, the book explores the ontological and socio-political grounds underlying our notions of education and justice, and offers self-reflective meta-critique on education philosophers’ tendency of promoting and upholding orthodox visions and missions. Ultimately, the book offers contemporary and innovative philosophical reflections on the link between justice and education, and enriches the discourse through a multi-perspectival and sensitive exploration of the topic. It will be of great interest to scholars, researchers, and postgraduate students in the fields of philosophy of education, education policy and politics, education studies, and social justice. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. Funded by University of Oslo.

Author: Katariina Holma
Publisher: Springer Nature
ISBN: 303094882X
Category : Africa--Politics and government
Languages : en
Pages : 228

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Book Description
This open access book discusses and addresses the compelling questions concerning the ideals of citizenship, the processes of learning to fulfill these ideals, and possibilities of education in fostering citizenship. Rather than advocating for one framework, the authors demonstrate the continuously contested nature of the concept of citizenship as theoretically discussed and practically experienced. The monograph combines, in an unconventional way, selected philosophical accounts and everyday experiences from certain locations in Tanzania and Uganda. It provides contributions from philosophical ideas drawing on scholars such as Chantal Mouffe, Rosi Braidotti, Theodor Adorno, and Etienne Balibar on the one hand, and the conceptions articulated by groups of inhabitants of rural and urban settings in Africa, on the other hand. Therefore, the book offers fresh readings under the lenses of citizenship and learning. Katariina Holma is Professor of Education and Head of the Research Unit at the University of Oulu, Finland. Tiina Kontinen is Associate Professor in International Development Studies at the University of Jyvaskyla, Finland.

Author: Robert M. Foschia
Publisher: Rowman & Littlefield
ISBN: 1793639590
Category : Language Arts & Disciplines
Languages : en
Pages : 221

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Book Description
Plasticity in Motion: Sport, Gender, and Biopolitics argues that sport has a transformative power that, when engaged with habitually, can create bodies with the athletic ability to succeed at the incredible performances that captivate modern sports audiences. Robert M. Foschia draws heavily from the influential and extensive work of Catherine Malabou on plasticity – the ability to shape and form – and similarly argues that transformation is not always positive or infinite, with the potential for accidents, injuries, and excommunications. However, sport as a discursive space often precludes any mention of these negative transformations, asserting itself as pure potential and becoming, often to the exclusion of the feminine. What occurs if the feminine enters into this space? Foschia intentionally integrates the feminine back into hypermasculine discussions of sport, opening a new realm of possible transformations to the ways we play, watch, and think about sports. Scholars of communication, media studies, gender studies, rhetoric, and sports will find this book particularly useful.