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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.
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.
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.
Imagine an international group of philosophers of education coming
together on a Greek island three years in a row to reflect and
promote a conception of philosophy as a lived experience. This book
is a result of their discussions and makes an original contribution
to the field. The authors here present conceptual and critical
works relevant to current theoretical developments and debates
within the fields of philosophy and education. The articles
contribute both to philosophical clarifications and the advancement
of research with solid arguments for theoretical and practical
redirections. To deploy their arguments, the contributors draw on
classical thinkers such as Plato, Kant and Dewey, and on
contemporary prominent theorists, such as Derrida, Badiou and
Deleuze, with fresh and critical perspectives. Marianna
Papastephanou is Assistant Professor at the University of Cyprus,
where she teaches Philosophy of Education. Torill Strand is a full
Professor affiliated with Ostfold University College and University
of Oslo, Norway. Anne Pirrie is Reader in Education at the
University of the West of Scotland.
"The Epistemology of Early Childhood Education" refers to the
educational beliefs constructed, reconstructed and justified within
the social field of early childhood education. Torill Strand here
reports and discusses results from a theoretical and empirical
study on the social production and justification of educational
beliefs within the Norwegian programs of preschool teacher
training. Research methods contain critical discourse analysis and
the material reading lists and interviews with selected authors of
the literature. Strand here holds that knowledge is embedded in
social relations. In exploring these relations she leans on the
sociocultural theory of Pierre Bourdieu and the philosophy of
Charles Sanders Peirce. As Strand's ambition is to debunk the
passive- spectator view of knowledge, the epistemic self reflection
is here a leitmotif. In going beyond doxa and episteme, Strand
rejects the possibility of establishing clear-cut demarcations
between knowledge and society; between research based knowledge and
everyday knowledge; between the object and the subject of
knowledge.
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