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Features thirteen essays by the influential late architect,
philosopher and teacher Dalibor Vesely (1934-2015). For the first
time his full range of writing is presented in one volume,
including new and hard-to-access material. Edited and introduced by
Vesely's teaching partner at Cambridge Peter Carl and former
student Alexandra Stara and includes over 80 illustrations.
Features thirteen essays by the influential late architect,
philosopher and teacher Dalibor Vesely (1934-2015). For the first
time his full range of writing is presented in one volume,
including new and hard-to-access material. Edited and introduced by
Vesely's teaching partner at Cambridge Peter Carl and former
student Alexandra Stara and includes over 80 illustrations.
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 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.
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