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Education and thinking in continenta...

Snir, Itay.

Education and thinking in continental philosophythinking against the current in Adorno, Arendt, Deleuze, Derrida and Ranciere /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Education and thinking in continental philosophyby Itay Snir.
Reminder of title:	thinking against the current in Adorno, Arendt, Deleuze, Derrida and Ranciere /
Author:	Snir, Itay.
Published:	Cham :Springer International Publishing :2020.
Description:	viii, 185 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	EducationPhilosophy.
Online resource:	https://doi.org/10.1007/978-3-030-56526-8
ISBN:	9783030565268$q(electronic bk.)

Education and thinking in continental philosophythinking against the current in Adorno, Arendt, Deleuze, Derrida and Ranciere /
Snir, Itay.

Education and thinking in continental philosophythinking against the current in Adorno, Arendt, Deleuze, Derrida and Ranciere /[electronic resource] :by Itay Snir. - Cham :Springer International Publishing :2020. - viii, 185 p. :ill., digital ;24 cm. - Contemporary philosophies and theories in education,v.172214-9759 ;. - Contemporary philosophies and theories in education ;v.4..

1 Introduction -- 2 Theodor W. Adorno: Minima Pedagogica - Education, Thinking and Experience of Non-identical -- 3 Hannah Arendt: Thinking as Withdrawal and Regeneration of the World -- 4 Gilles Deleuze: Thinking as Making Sense against Common Sense -- 5 Jacques Derrida: Thinking Madness in Education -- 6 Jacques Ranciere: Thinking, Equality of Intelligence, and Political Subjectivity -- 7 Conclusion.

This book draws on five philosophers from the continental tradition - Theodor Adorno, Hannah Arendt, Gilles Deleuze, Jacques Derrida, and Jacques Ranciere - in order to "think about thinking" and offer new and surprising answers to the question: How can we educate students to think creatively and critically? Despite their differences, all of these philosophers challenge the modern understanding of thinking, and offer original, radical perspectives on it. In very different ways, each rejects the modern approach to thinking, as well as the reduction of proper thought to rationality, situating thinking in sociohistorical reality and relating it to political action. Thinking, they argue, is not a natural, automatic activity, and the need to think has become all the more important as political reality seems to exhibit less thinking, or to even celebrate thoughtlessness. Bringing these continental conceptions of thinking to bear on the urgent need to educate young people to think against the current, this book makes a significant contribution to educational theory and political philosophy, one that is particularly relevant in today's anti-intellectual climate.

ISBN: 9783030565268$q(electronic bk.)

Standard No.: 10.1007/978-3-030-56526-8doiSubjects--Topical Terms:

195015
Education
--Philosophy.

LC Class. No.: LB14.7

Dewey Class. No.: 370.1

Education and thinking in continental philosophythinking against the current in Adorno, Arendt, Deleuze, Derrida and Ranciere /
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505 0 $a 1 Introduction -- 2 Theodor W. Adorno: Minima Pedagogica - Education, Thinking and Experience of Non-identical -- 3 Hannah Arendt: Thinking as Withdrawal and Regeneration of the World -- 4 Gilles Deleuze: Thinking as Making Sense against Common Sense -- 5 Jacques Derrida: Thinking Madness in Education -- 6 Jacques Ranciere: Thinking, Equality of Intelligence, and Political Subjectivity -- 7 Conclusion.
520 $a This book draws on five philosophers from the continental tradition - Theodor Adorno, Hannah Arendt, Gilles Deleuze, Jacques Derrida, and Jacques Ranciere - in order to "think about thinking" and offer new and surprising answers to the question: How can we educate students to think creatively and critically? Despite their differences, all of these philosophers challenge the modern understanding of thinking, and offer original, radical perspectives on it. In very different ways, each rejects the modern approach to thinking, as well as the reduction of proper thought to rationality, situating thinking in sociohistorical reality and relating it to political action. Thinking, they argue, is not a natural, automatic activity, and the need to think has become all the more important as political reality seems to exhibit less thinking, or to even celebrate thoughtlessness. Bringing these continental conceptions of thinking to bear on the urgent need to educate young people to think against the current, this book makes a significant contribution to educational theory and political philosophy, one that is particularly relevant in today's anti-intellectual climate.
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