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Ilan Gur-Ze'ev and Education: Pedagogies of Transformation and
Peace critically analyses and introduces the main ideas of Ilan
Gur-Ze'ev, reflecting on his continuing theoretical and practical
relevance to the field of education. This book offers an
accessible, higher-level critical discussion on the thought of Ilan
Gur-Ze'ev with an impressive breadth and contemporary focus. The
book focuses on Gur-Ze'ev's 'counter-pedagogy' project, which
brought him much attention and attempts to establish an alternative
and non-dogmatic form of education. Gur Ze'ev's views go against
'critical pedagogy' and 'neoliberalism', because while the former
advocates achieving a utopia in which there is no oppression, the
latter defends the idea that 'wants and desires' need to be
satisfied through a process of 'marketisation'. This book brings to
notice Gur-Ze'ev's concepts of 'counter-education' and 'diasporic
education' which seek to pursue the truth in everyday life, rather
than achieving a utopian goal, or the promised land. This unique
and up-to-date monograph will be of great interest for researchers,
academics, and postgraduate students in the fields of philosophy of
education, theory of education, peace education, Jewish education,
neoliberalism, and sociology of education.
Philosophy, Dialogue, and Education is an advanced introduction to
nine key European social philosophers: Martin Buber, Mikhail
Bakhtin, Lev Vygotsky, Hannah Arendt, Emmanuel Levinas, Maurice
Merleau-Ponty, Simone Weil, Michael Oakeshott, and Jurgen Habermas.
This detailed yet highly readable work positions the
socio-political views of each philosopher within a European
tradition of dialogical philosophy; and reflects on the continuing
theoretical relevance of the work of each to education generally
and to critical pedagogy. The discussion in each chapter is
informed by materials drawn from various scholarly sources in
English and is enriched by materials from other languages,
particularly French, German, and Russian. This enhances the
comparative European cultural perspective of the book; and connects
the work of each philosopher to wider intellectual, political, and
social debates. The book will appeal to academics, postgraduates,
and researchers working in philosophy, philosophy of education, and
in educational, cultural, and social studies more generally.
Advanced undergraduate students would also benefit from the book's
discussion of primary sources and the authors' suggestions for
further reading.
Philosophy, Dialogue, and Education is an advanced introduction to
nine key European social philosophers: Martin Buber, Mikhail
Bakhtin, Lev Vygotsky, Hannah Arendt, Emmanuel Levinas, Maurice
Merleau-Ponty, Simone Weil, Michael Oakeshott, and Jurgen Habermas.
This detailed yet highly readable work positions the
socio-political views of each philosopher within a European
tradition of dialogical philosophy; and reflects on the continuing
theoretical relevance of the work of each to education generally
and to critical pedagogy. The discussion in each chapter is
informed by materials drawn from various scholarly sources in
English and is enriched by materials from other languages,
particularly French, German, and Russian. This enhances the
comparative European cultural perspective of the book; and connects
the work of each philosopher to wider intellectual, political, and
social debates. The book will appeal to academics, postgraduates,
and researchers working in philosophy, philosophy of education, and
in educational, cultural, and social studies more generally.
Advanced undergraduate students would also benefit from the book's
discussion of primary sources and the authors' suggestions for
further reading.
Martin Buber (1878-1965) is considered one of the 20th century's
greatest thinkers and his contributions to philosophy, theology and
education are testimony to this. His thought is founded on the idea
that people are capable of two kinds of relations, namely I-Thou
and I-It, emphasising the centrality of dialogue in all spheres of
human life. For this reason, Buber is considered by many to be the
philosopher of dialogue par excellence. After Buber's death the
appreciation of his considerable legacy to the various disciplines
in which he had worked became rather muted, but was never
completely forgotten. There is now a renewed and growing interest
in Buber's thought, especially in his philosophy of education. This
book brings together aspects of Buber's philosophy and educational
practice, and explains their significance for peace dialogue and
for conflict resolution, both between individuals and communities.
Buber's philosophy of dialogue and views on education are pivotal
in demonstrating the personal and social benefits of dialogical
education as well as the dangers of non-dialogical education. The
book will be valuable reading for academics, researchers and
postgraduate students interested in Martin Buber, education, peace
dialogue and conflict resolution.
Leonardo Boff is one of the founders of Liberation Theology. He
remains a seminal thinker within Christian Theology. First
published in Portuguese under the title, "Civilization Planetaria,
Global Civilization is a philosophical and theological enquiry into
the various elements of the globalisation process, including market
forces, politics, military force, technology and science,
communication and spirituality. Boff understands that the process
of globalisation affects all spheres of human life, and it
represents a new phase in human evolution and a new stage for Earth
itself. In the present we will walk a difficult path since
globalisation represents a 'revolution' in which a number of
issues, such as consciousness, the meaning of life. holiness, the
economy politics, culture, work standards and ethics, are being
redefined. However, Boff presents a very optimistic future for
humankind, as he envisages that the Earth will become the 'true
home' for all human beings.
Leonardo Boff is one of the founders of Liberation Theology. He
remains a seminal thinker within Christian Theology. First
published in Portuguese under the title, Civilizacao Planetaria,
Global Civilisation is a philosophical and theological enquiry into
the various elements of the globalisation process, including market
forces, politics, military force, technology and science,
communication and spirituality. Boff understands that the process
of globalisation affects all spheres of human life, and it
represents a new phase in human evolution and a new stage for Earth
itself. In the present we will walk a difficult path since
globalisation represents a 'revolution' in which a number of
issues, such as consciousness, the meaning of life, holiness, the
economy, politics, culture, work standards and ethics, are being
redefined. However, Boff presents a very optimistic future for
humankind, as he envisages that the Earth will become the 'true
home' for all human beings. The book is divided into two main
parts; in the first part Boff deals with the 'Rise of a New Global
Civilisation', and in the second part he discusses 'The New World
Order and Christianity'.
Peace and War: Historical, Philosophical, and Anthropological
Perspectives is an accessible, higher-level critical discussion of
philosophical commentaries on the nature of peace and war. It
introduces and analyses various philosophies of peace and war, and
their continuing theoretical and practical relevance for peace
studies and conflict resolution. Using a combination of both
historical and contemporary philosophical perspectives, the book is
at once eclectic in its approach and broad in its inquiry of these
enduring phenomena of human existence.
Peace and War: Historical, Philosophical, and Anthropological
Perspectives is an accessible, higher-level critical discussion of
philosophical commentaries on the nature of peace and war. It
introduces and analyses various philosophies of peace and war, and
their continuing theoretical and practical relevance for peace
studies and conflict resolution. Using a combination of both
historical and contemporary philosophical perspectives, the book is
at once eclectic in its approach and broad in its inquiry of these
enduring phenomena of human existence.
Martin Buber (1878-1965) is considered one of the 20th century's
greatest thinkers and his contributions to philosophy, theology and
education are testimony to this. His thought is founded on the idea
that people are capable of two kinds of relations, namely I-Thou
and I-It, emphasising the centrality of dialogue in all spheres of
human life. For this reason, Buber is considered by many to be the
philosopher of dialogue par excellence. After Buber's death the
appreciation of his considerable legacy to the various disciplines
in which he had worked became rather muted, but was never
completely forgotten. There is now a renewed and growing interest
in Buber's thought, especially in his philosophy of education. This
book brings together aspects of Buber's philosophy and educational
practice, and explains their significance for peace dialogue and
for conflict resolution, both between individuals and communities.
Buber's philosophy of dialogue and views on education are pivotal
in demonstrating the personal and social benefits of dialogical
education as well as the dangers of non-dialogical education. The
book will be valuable reading for academics, researchers and
postgraduate students interested in Martin Buber, education, peace
dialogue and conflict resolution.
Ilan Gur-Ze'ev and Education: Pedagogies of Transformation and
Peace critically analyses and introduces the main ideas of Ilan
Gur-Ze'ev, reflecting on his continuing theoretical and practical
relevance to the field of education. This book offers an
accessible, higher-level critical discussion on the thought of Ilan
Gur-Ze'ev with an impressive breadth and contemporary focus. The
book focuses on Gur-Ze'ev's 'counter-pedagogy' project, which
brought him much attention and attempts to establish an alternative
and non-dogmatic form of education. Gur Ze'ev's views go against
'critical pedagogy' and 'neoliberalism', because while the former
advocates achieving a utopia in which there is no oppression, the
latter defends the idea that 'wants and desires' need to be
satisfied through a process of 'marketisation'. This book brings to
notice Gur-Ze'ev's concepts of 'counter-education' and 'diasporic
education' which seek to pursue the truth in everyday life, rather
than achieving a utopian goal, or the promised land. This unique
and up-to-date monograph will be of great interest for researchers,
academics, and postgraduate students in the fields of philosophy of
education, theory of education, peace education, Jewish education,
neoliberalism, and sociology of education.
New Perspectives in Philosophy of Education seeks to build a bridge
between philosophical reflection and socio-political action by
developing a range of critical discussions in the areas of ethics,
politics and religion. This volume brings together established
authorities and a new generation of scholars to ask whether
philosophy of education can contribute to political and social
discourse, or whether it is destined to remain the marginal gadfly
of mainstream ideology. The philosophy of education stands in
danger of becoming a neglected field at precisely the moment we
need to be able to reflect upon the increasingly apparent costs of
the technocratic attitude to education. While many of the
educational policy discussions of recent years seem far-reaching
and radical, critical debate surrounding these initiatives remain
largely at a populist level. New Perspectives in Philosophy of
Education provides contemporary responses to philosophical issues
that bear upon educational studies, policies and practices,
contributing to the debate on the role of philosophy of education
in an increasingly fractured intellectual milieu.
The influence of Spinoza on Post-Kantian Idealism has been widely
acknowledged. The influence of Spinozism on Hegel has already been
studied in some detail and Hegel himself wrote extensively on
elements of Spinoza's views. However, detailed research and study
concerning the influence of Spinoza on Fichte and Schelling, the
other two great Post-Kantian Idealists, is still to be carried out
in the Anglo-American tradition. Commentators in this tradition
acknowledge the influence of some of Spinoza's views on Fichte and
Schelling's respective projects but fail to provide a detailed
account. This work attempts to help fill the gap in this area by
providing a detailed study of the influence of Spinozism on these
two seminal philosophers and demonstrate that Fichte and
Schelling's philosophy should not be read solely in the light of
Kantianism but also of Spinozism. This allows us to uncover some
hidden facets embedded in their systems and gain a better
understanding of their philosophy. Fichte and Schelling are the
bridge between Kant and Hegel and therefore the exploration of
further influences in their work is of great value.
New Perspectives in Philosophy of Education seeks to build a bridge
between philosophical reflection and socio-political action by
developing a range of critical discussions in the areas of ethics,
politics and religion. This volume brings together established
authorities and a new generation of scholars to ask whether
philosophy of education can contribute to political and social
discourse, or whether it is destined to remain the marginal gadfly
of mainstream ideology. The philosophy of education stands in
danger of becoming a neglected field at precisely the moment we
need to be able to reflect upon the increasingly apparent costs of
the technocratic attitude to education. While many of the
educational policy discussions of recent years seem far-reaching
and radical, critical debate surrounding these initiatives remain
largely at a populist level. New Perspectives in Philosophy of
Education provides contemporary responses to philosophical issues
that bear upon educational studies, policies and practices,
contributing to the debate on the role of philosophy of education
in an increasingly fractured intellectual milieu.
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