|
Showing 1 - 7 of
7 matches in All Departments
Indigenous Education and the Metaphysics of Presence: A worlded
philosophy explores a notion of education called 'worldedness' that
sits at the core of indigenous philosophy. This is the idea that
any one thing is constituted by all others and is, therefore,
educational to the extent that it is formational. A suggested
opposite of this indigenous philosophy is the metaphysics of
presence, which describes the tendency in dominant Western
philosophy to privilege presence over absence. This book compares
these competing philosophies and argues that, even though the
metaphysics of presence and the formational notion of education are
at odds with each other, they also constitute each other from an
indigenous worlded philosophical viewpoint. Drawing on both Maori
and Western philosophies, this book demonstrates how the
metaphysics of presence is both related and opposed to the
indigenous notion of worldedness. Mika explains that presence seeks
to fragment things in the world, underpins how indigenous peoples
can represent things, and prevents indigenous students, critics,
and scholars from reflecting on philosophical colonisation.
However, the metaphysics of presence, from an indigenous
perspective, is constituted by all other things in the world, and
Mika argues that the indigenous student and critic can re-emphasise
worldedness and destabilise presence through creative responses,
humour, and speculative thinking. This book concludes by
positioning well-being within education, because education
comprises acts of worldedness and presence. This book will be of
key interest to indigenous as well as non-indigenous academics,
researchers and postgraduate students in the fields of philosophy
of education, indigenous and Western philosophy, political strategy
and post-colonial studies. It will also be relevant for those who
are interested in philosophies of language, ontology, metaphysics
and knowledge.
This edited collection takes a multifaceted approach to the various
limitations and achievements of Western philosophy. Considered on
its own, Western philosophy is a highly contentious name. The
contributors question its validity as a label and take to task its
grand appearance within education. However, part of the problem
with Western philosophy is that it has less conventional as well as
dominant manifestations. The writers consider both forms of Western
philosophy, devoting significant thought and time to it in its own
right, but always referring it to the more specific issue of
education. This book adds to a growing corpus that sketches the
relationship between education and philosophy, showing that they
are deeply intertwined, and it is indeed philosophy (and especially
its Western variation) that supports Western education and allows
it to flourish in the first instance. It is fitting, then, that at
various points this book depicts education as a hegemonic vehicle
of a deeper phenomenon - that of dominant Western philosophy. This
book was originally published as a special issue of Educational
Philosophy and Theory.
This book takes the works of Mikhail Bakhtin as its inspiration in
the contemplation of the potential of dialogic scholarship for
philosophy of education. While Bakhtin's work has been widely
received in educational studies in recent years, the academic
literature does not sufficiently convey the sophistication of his
cultural-historical works. Selected works on the limits and
perspectives of Mikhail Bakhtin are presented in the book. In doing
so, the contributors seek to interpret the work of the Bakhtin
Circle in a complex contemporary world. Layering and drawing from
the many ideas explored by the Circle during their collective
lifetimes and those that influenced their work, each chapter offers
a different dimension of thought concerning issues facing societies
remote (or perhaps not so remote) from the world of
post-revolutionary Russia. In the post-2008 era, during which
financial crises have morphed into global recession and which
characterise growing social inequities, widespread political
instabilities and further environmental decline and resource
depletion, what is needed more than ever is a twenty-first century
Bakhtin, one that is occupied with the distinct challenges our
times present to all of us. The individual contributors to Bakhtin
in the Fullness of Time aim to contribute to a revisioning and
reassessment of Bakhtin, through a diverse series of engagements
with both his legacy and future promise. In contemplating Bakhtin
in the fullness of time, historical perspectives and contributions
must be encountered in a contemporary understanding that will
contribute to philosophy of education today. The chapters in this
book were originally published in the journal Educational
Philosophy and Theory.
This edited collection takes a multifaceted approach to the various
limitations and achievements of Western philosophy. Considered on
its own, Western philosophy is a highly contentious name. The
contributors question its validity as a label and take to task its
grand appearance within education. However, part of the problem
with Western philosophy is that it has less conventional as well as
dominant manifestations. The writers consider both forms of Western
philosophy, devoting significant thought and time to it in its own
right, but always referring it to the more specific issue of
education. This book adds to a growing corpus that sketches the
relationship between education and philosophy, showing that they
are deeply intertwined, and it is indeed philosophy (and especially
its Western variation) that supports Western education and allows
it to flourish in the first instance. It is fitting, then, that at
various points this book depicts education as a hegemonic vehicle
of a deeper phenomenon - that of dominant Western philosophy. This
book was originally published as a special issue of Educational
Philosophy and Theory.
This book provides a philosophical, socio-political and theoretical
understanding of the notion of Becoming in the context of the
related concepts, and in contemplation of the notion of Being.
Deriving from different traditions from various countries, these
concepts act as windows on contemporary early years settings and
communities around the world where adults map out infant becomings.
This book is a valuable resource for early childhood educators,
students, professionals, researchers, and policy makers around the
globe who seek to understand the locatedness of infant becomings in
space and time.
This book provides a philosophical, socio-political and theoretical
understanding of the notion of Becoming in the context of the
related concepts, and in contemplation of the notion of Being.
Deriving from different traditions from various countries, these
concepts act as windows on contemporary early years settings and
communities around the world where adults map out infant becomings.
This book is a valuable resource for early childhood educators,
students, professionals, researchers, and policy makers around the
globe who seek to understand the locatedness of infant becomings in
space and time.
Indigenous Education and the Metaphysics of Presence: A worlded
philosophy explores a notion of education called 'worldedness' that
sits at the core of indigenous philosophy. This is the idea that
any one thing is constituted by all others and is, therefore,
educational to the extent that it is formational. A suggested
opposite of this indigenous philosophy is the metaphysics of
presence, which describes the tendency in dominant Western
philosophy to privilege presence over absence. This book compares
these competing philosophies and argues that, even though the
metaphysics of presence and the formational notion of education are
at odds with each other, they also constitute each other from an
indigenous worlded philosophical viewpoint. Drawing on both Maori
and Western philosophies, this book demonstrates how the
metaphysics of presence is both related and opposed to the
indigenous notion of worldedness. Mika explains that presence seeks
to fragment things in the world, underpins how indigenous peoples
can represent things, and prevents indigenous students, critics,
and scholars from reflecting on philosophical colonisation.
However, the metaphysics of presence, from an indigenous
perspective, is constituted by all other things in the world, and
Mika argues that the indigenous student and critic can re-emphasise
worldedness and destabilise presence through creative responses,
humour, and speculative thinking. This book concludes by
positioning well-being within education, because education
comprises acts of worldedness and presence. This book will be of
key interest to indigenous as well as non-indigenous academics,
researchers and postgraduate students in the fields of philosophy
of education, indigenous and Western philosophy, political strategy
and post-colonial studies. It will also be relevant for those who
are interested in philosophies of language, ontology, metaphysics
and knowledge.
|
You may like...
Barbie
Margot Robbie, Ryan Gosling
Blu-ray disc
R266
Discovery Miles 2 660
Poor Things
Emma Stone, Mark Ruffalo, …
DVD
R449
R329
Discovery Miles 3 290
|