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Philosophy, dialogue, and educationn...

Guilherme, Alexandre.

Philosophy, dialogue, and educationnine modern European philosophers /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Philosophy, dialogue, and educationAlexandre Guilherme and W. John Morgan.
其他題名:	nine modern European philosophers /
作者:	Guilherme, Alexandre.
其他作者:	Morgan, W. John.
出版者:	London :Routledge,2018.
面頁冊數:	1 online resource (198 p.)
標題:	EducationPhilosophy.Europe
電子資源:	https://www.taylorfrancis.com/books/9781315736532
ISBN:	9781315736532 (ebk.)

Philosophy, dialogue, and educationnine modern European philosophers /
Guilherme, Alexandre.

Philosophy, dialogue, and educationnine modern European philosophers /[electronic resource] :Alexandre Guilherme and W. John Morgan. - London :Routledge,2018. - 1 online resource (198 p.) - Routledge international studies in the philosophy of education.

Includes bibliographical references and index

Martin Buber (1878-1965): dialogue as the inclusion of the other -- Mikhail Bakhtin (1895-1975): the dialogic imagination -- Lev S. Vygotsky (1896-1934): dialogue as mediation and inner speech -- Hannah Arendt (1906-1975): dialogue as a public space -- Emmanuel Levinas (1906-1995): dialogue as an ethical demand of the other -- Maurice Merleau-Ponty (1908-1961): dialogue as being present to the other -- Simone Weil (1909-1943): dialogue as an instrument of power -- Michael Oakeshott (1901-1990): dialogue as conversation -- Jurgen Habermas (1929- ): dialogue as communicative rationality.

"Philosophy, Dialogue, and Education is an advanced introduction to nine key European social philosophers: Martin Buber, Mikhail Bakhtin, Lev Vygotsky, Hannah Arendt, Emmanuel Levinas, Maurice Merleau-Ponty, Simone Weil, Michael Oakeshott, and Jürgen Habermas. This detailed yet highly readable work positions the socio-political views of each philosopher within a European tradition of dialogical philosophy; and reflects on the continuing theoretical relevance of the work of each to education generally and to critical pedagogy. The discussion in each chapter is informed by materials drawn from various scholarly sources in English and is enriched by materials from other languages, particularly French, German, and Russian. This enhances the comparative European cultural perspective of the book; and connects the work of each philosopher to wider intellectual, political, and social debates. The book will appeal to academics, postgraduates, and researchers working in philosophy, philosophy of education, and in educational, cultural, and social studies more generally. Advanced undergraduate students would also benefit from the book's discussion of primary sources and the authors' suggestions for further reading"--

ISBN: 9781315736532 (ebk.)

LCCN: 2017030208Subjects--Topical Terms:

900331
Education
--Philosophy.--Europe

LC Class. No.: LA126 / .G85 2018

Dewey Class. No.: 370.1

Philosophy, dialogue, and educationnine modern European philosophers /
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505 0 $a Martin Buber (1878-1965): dialogue as the inclusion of the other -- Mikhail Bakhtin (1895-1975): the dialogic imagination -- Lev S. Vygotsky (1896-1934): dialogue as mediation and inner speech -- Hannah Arendt (1906-1975): dialogue as a public space -- Emmanuel Levinas (1906-1995): dialogue as an ethical demand of the other -- Maurice Merleau-Ponty (1908-1961): dialogue as being present to the other -- Simone Weil (1909-1943): dialogue as an instrument of power -- Michael Oakeshott (1901-1990): dialogue as conversation -- Jurgen Habermas (1929- ): dialogue as communicative rationality.
520 $a "Philosophy, Dialogue, and Education is an advanced introduction to nine key European social philosophers: Martin Buber, Mikhail Bakhtin, Lev Vygotsky, Hannah Arendt, Emmanuel Levinas, Maurice Merleau-Ponty, Simone Weil, Michael Oakeshott, and Jürgen Habermas. This detailed yet highly readable work positions the socio-political views of each philosopher within a European tradition of dialogical philosophy; and reflects on the continuing theoretical relevance of the work of each to education generally and to critical pedagogy. The discussion in each chapter is informed by materials drawn from various scholarly sources in English and is enriched by materials from other languages, particularly French, German, and Russian. This enhances the comparative European cultural perspective of the book; and connects the work of each philosopher to wider intellectual, political, and social debates. The book will appeal to academics, postgraduates, and researchers working in philosophy, philosophy of education, and in educational, cultural, and social studies more generally. Advanced undergraduate students would also benefit from the book's discussion of primary sources and the authors' suggestions for further reading"-- $c Provided by publisher.
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