Education and Conversation: Exploring Oakeshott’s Legacy
Editat de Dr David Bakhurst, Professor Paul Fairfielden Limba Engleză Hardback – 18 mai 2016
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Specificații
ISBN-13: 9781472584335
ISBN-10: 1472584333
Pagini: 256
Ilustrații: 3 bw illus
Dimensiuni: 156 x 234 x 18 mm
Greutate: 0.54 kg
Editura: Bloomsbury Publishing
Colecția Bloomsbury Academic
Locul publicării:London, United Kingdom
ISBN-10: 1472584333
Pagini: 256
Ilustrații: 3 bw illus
Dimensiuni: 156 x 234 x 18 mm
Greutate: 0.54 kg
Editura: Bloomsbury Publishing
Colecția Bloomsbury Academic
Locul publicării:London, United Kingdom
Caracteristici
Covers pressing topics of contemporary philosophy of education, while revealing connections with wider debates in other areas of analytical and continental philosophy
Notă biografică
David Bakhurst is Charlton Professor of Philosophy, Queen's University, Canada, and a Visiting Professor at IOE, UCL's Faculty of Education and Society, University College London, UK. He is the author, among other works, of The Formation of Reason, and editor of The Social Self (with C. Sypnowich), Jerome Bruner (with S. Shanker) and Thinking about Reasons (with B. Hooker and M. O. Little).Paul Fairfield is Professor of Philosophy, Queen's University, Canada. He is the author of, among other works, Philosophical Hermeneutics Reinterpreted, Education After Dewey, and editor of Education, Dialogue and Hermeneutics and John Dewey and Continental Philosophy.
Cuprins
Table of Contents:Introduction, David Bakhurst and Paul Fairfield1. Education and Conversation, David Bakhurst (Queen's University, Canada)2. Experience in Experience and Its Modes, Barry Allen (McMaster University, Canada)3. Oakeshottian Pragmatism - Conversation or Inquiry?, Cheryl Misak (University of Toronto, Canada)4. Bildung, Post-Kantian Idealism and the Conversation of Mankind, James Scott Johnston (Memorial University, Canada)5. Conservatism, Perfectionism and Equality, Christine Sypnowich (Queen's University, Canada)6. Oakeshott, Bonnett, Derrida and the Possibilities of Thought, Emma Williams (University of Warwick, UK)7. A Turn in the Conversation, Paul Standish (Institute of Education, University College London, UK)8. A Phenomenology of Listening, Paul Fairfield (Queen's University, Canada)9. Conversation and Processes of Recognition, Shaun Gallagher (University of Memphis, USA)10. Old Directions for New Minds, Nancy Salay (Queen's University, Canada)11. Education and Autonomy, Sebastian Rödl (University of Leipzig, Germany)12. Getting to Hogwarts - Michael Oakeshott, Ivan Illich and J. K. Rowling on 'School', Babette Babich (Fordham University, USA)Index
Recenzii
Drawing together leading figures from philosophy and education, Bakhurst and Fairfield's Education and Conversation positions Oakeshott's work within a contemporary context, offering not only an important contribution to the understanding of Oakeshott's own thinking, but also showing why his work remains relevant today. The conversational vision that Oakeshott enunciates, and upon which Bakhurst and Fairfield's contributors elaborate, provides a compelling alternative to the unthinking instrumentalism and reductionism that seems currently to hold sway in business, governmental, and even in many educational circles. This is a valuable book on an important theme.
Inspired by a famous essay of Michael Oakeshott, these essays argue for 'conversation' as the most fertile metaphor for understanding the life of mind. They elucidate and scrutinise Oakeshott's thought by enacting a conversation of their own in which his singularly eloquent voice is brought into play with a fascinating array of other voices. While offering much to pique the philosophical imagination, the collection succeeds admirably in its main aim: to expose the hollow claims and to resist the insidiously growing power of a whole plethora of efficiency-blinded, outcomes-driven and technology-boosted approaches in contemporary education.
Inspired by a famous essay of Michael Oakeshott, these essays argue for 'conversation' as the most fertile metaphor for understanding the life of mind. They elucidate and scrutinise Oakeshott's thought by enacting a conversation of their own in which his singularly eloquent voice is brought into play with a fascinating array of other voices. While offering much to pique the philosophical imagination, the collection succeeds admirably in its main aim: to expose the hollow claims and to resist the insidiously growing power of a whole plethora of efficiency-blinded, outcomes-driven and technology-boosted approaches in contemporary education.