Exemplifying what it advocates, this book is an innovative
attempt to retrieve the essay form from its degenerate condition in
academic writing. Its purpose is to create pedagogical space in
which the inner struggle of lived experience can articulate itself
in the first person. Working through essays, the modern,
post-secular self can guide, understand, and express its own
transformation. This is not merely a book about writing methods: it
has a sharp existential edge.
Beginning by defining key terms such as self-transformation,
Kwak sketches the contemporary debates between Jurgen Habermas and
Charles Taylor on the status of religious language in the public
domain, and its relationship to secular language. This allows her
to contextualize her book s central questions: how can
philosophical practice reduce the experiential rift between
knowledge and wisdom? How can the essay form be developed so that
it facilitates, as "praxis," pedagogical self-transformation? Kwak
develops her answers by working through ideas of George Lukacs and
Stanley Cavell, of Hans Blumenberg and Soren Kiekegaard, whose work
is much less familiar in this context than it deserves to be.
Kwak s work provides templates for new forms of educational
writing, new approaches to teaching educators, and new ways of
writing methodology for educational researchers. Yet the importance
of her ideas extends far beyond teaching academies to classroom
teachers, curriculum developers and to anyone engaged in the quest
to lead a reflective life of one s own.
Kwak s work provides templates for new forms of educational
writing, new approaches to teaching educators, and new ways of
writing methodology for educational researchers. Yet the importance
of her ideas extends far beyond teaching academies to classroom
teachers, curriculum developers and to anyone engaged in the quest
to lead a reflective life of one s own.
Kwak s work provides templates for new forms of educational
writing, new approaches to teaching educators, and new ways of
writing methodology for educational researchers. Yet the importance
of her ideas extends far beyond teaching academies to classroom
teachers, curriculum developers and to anyone engaged in the quest
to lead a reflective life of one s own."
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