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In this collection of 17 papers presented in June 2004, international specialists in American philosophy focus on pragmatist education theory, its philosophical foundations, and its consequences for social, political and educational reconstruction. Topics, gathered under categories relating education to democracy, values, social reconstruction and the self, include the necessity for criticism of democratic education today, Dewey and the necessity for a democratic civil education, Rorty's considerations of philosophy and education, education in the age of cognitive science, education for ethical seriousness, Dewey's post-traditional notions of community and aesthetic experience, art as education, education as reconstruction, Germany's take on Dewey, the question of whether pragmatic political technology is a reasonable possibility, "pragmatism lite," Dewey through Socrates and Buber, pluralism and individualism, ecological consciousness, and the interplay of identity and intersectional selves. Annotation ©2007 Book News, Inc., Portland, OR (booknews.com)
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Education for a Democratic Society, Gert-Ruediger Wegmarshaus (Eds.), John Ryder
- Langue
- Année de publication
- 2006
- Reliure
- (souple)
Modes de paiement
Personne n'a encore évalué .
- Titre
- Education for a Democratic Society
- Sous-titre
- Central European Pragmatist Forum, Volume Three
- Langue
- Anglais
- Éditeur
- Brill Academic Pub
- Publié
- 2006
- Format
- souple
- Pages
- 228
- ISBN10
- 9042021535
- ISBN13
- 9789042021532
- Séries
- Catégories
- Description
- In this collection of 17 papers presented in June 2004, international specialists in American philosophy focus on pragmatist education theory, its philosophical foundations, and its consequences for social, political and educational reconstruction. Topics, gathered under categories relating education to democracy, values, social reconstruction and the self, include the necessity for criticism of democratic education today, Dewey and the necessity for a democratic civil education, Rorty's considerations of philosophy and education, education in the age of cognitive science, education for ethical seriousness, Dewey's post-traditional notions of community and aesthetic experience, art as education, education as reconstruction, Germany's take on Dewey, the question of whether pragmatic political technology is a reasonable possibility, "pragmatism lite," Dewey through Socrates and Buber, pluralism and individualism, ecological consciousness, and the interplay of identity and intersectional selves. Annotation ©2007 Book News, Inc., Portland, OR (booknews.com)