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Author: Torill Strand Publisher: Springer Nature ISBN: 3030495248 Category : Education Languages : en Pages : 285
Book Description
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.
Author: Torill Strand Publisher: Springer Nature ISBN: 3030495248 Category : Education Languages : en Pages : 285
Book Description
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.
Author: David Campbell Publisher: U of Minnesota Press ISBN: 9780816632756 Category : Philosophy Languages : en Pages : 268
Book Description
A resounding challenge to the entrenched thinking and political inertia of international relations, this collection of essays overturns some basic assumptions about the relationship between ethics and international affairs -- and about the very nature of these terms. Rather than pursue the traditional search for overarching, supranational principles, the contributors focus on specific, historically situated encounters. The result is a sustained consideration of the relationship between space, subjectivity, and ethics. Moral Spaces takes a position "against" theory, ethics, and justice -- a position opposing the orthodox renderings of these domains, with their ethical political effects. The book proceeds from the suspicion that theorizing ethics tends to obscure the contingencies and complexities of the ethical and that striving for the rules and principles of justice generally produces injustice. Instead, the contributors seek to foster the ethical relation in world politics. They investigate the radical entanglement of moral discourses and "spatial imaginaries" -- the moral spaces or bounded locations whose inhabitants benefit from ethical inclusion -- and question the approach that leads to this entanglement. These essays stimulate new ways of thinking about what is "international, " about states and their interests, about sovereignty and transborder humanisms, about refugees and immigration, about rescue missions and the death penalty, and about the limited but very solid metaphysical underpinnings of the "international" discourse. Contributors: William E. Connolly, Johns Hopkins U; Michael Dillon, U of Lancaster; Bonnie Honig, Northwestern U; Kate Manzo, U of Newcastle; Richard Maxwell, CUNY; Patricia Molloy, U of Toronto; Daniel Warner, Graduate Institute of International Studies, Switzerland.
Author: Mark E. Jonas Publisher: Routledge ISBN: 1351003488 Category : Education Languages : en Pages : 195
Book Description
Nietzsche’s Philosophy of Education makes the case that Nietzsche’s philosophy has significant import for the theory and contemporary practice of education, arguing that some of Nietzsche's most important ideas have been misunderstood by previous interpreters. In providing novel reinterpretations of Nietzsche's ethical theory, political philosophy and philosophical anthropology and outlining concrete ways in which these ideas can enrich teaching and learning in modern democratic schools, the book sets itself apart from previous works on Nietzsche. This is one of the first extended engagements with Nietzsche’s philosophy which attempts to determine his true legacy for democratic education. In its engagement with both the vast secondary literature on Nietzsche's philosophy and the educational implications of his philosophical vision, this book makes a unique contribution to both the philosophy of education and Nietzsche scholarship. In addition, its development of four concrete pedagogical approaches from Nietzsche's educational ideas makes the book a potentially helpful guide to meeting the practical challenges of contemporary teaching. This book will be of great interest to Nietzsche scholars, researchers in the philosophy of education and students studying educational foundations.
Author: Kristin Elaine Reimer Publisher: Springer Nature ISBN: 9811979855 Category : Education Languages : en Pages : 250
Book Description
This open access book is the first of a two-volume series focusing on how people are being enabled or constrained to live well in today’s world, and how to bring into reality a world worth living in for all. The chapters offer unique narratives drawing on the perspectives of diverse groups such as: asylum-seeking and refugee youth in Australia, Finland, Norway and Scotland; young climate activists in Finland; Australian Aboriginal students, parents and community members; families of children who tube feed in Australia; and international research students in Sweden. The chapters reveal not just that different groups have different ideas about a world worth living in, but also show that, through their collaborative research initiative, the authors and their research participants were bringing worlds like these into being. The volume extends an invitation to readers and researchers in education and the social sciences to consider ways to foster education that realises transformed selves and transformed worlds: the good for each person, the good for humankind, and the good for the community of life on the planet. The book also includes theoretical chapters providing the background and rationale behind the notion of education as initiating people into ‘living well in a world worth living in'. An introductory chapter discusses the origins of the concept and the phrase.
Author: Inga Bostad Publisher: Taylor & Francis ISBN: 1000899276 Category : Education Languages : en Pages : 271
Book Description
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.
Author: Peter Pericles Trifonas Publisher: Routledge ISBN: 131724866X Category : Education Languages : en Pages : 254
Book Description
The varying interests of competing minority groups often part company with regard to how to achieve an equitable community. Worlds of Difference rethinks the traditional interpretation of the principle of educational equity in light of this difficulty. Theorists and educational practitioners influenced by many disparate schools of thought reflect upon the possibilities of a "curriculum of difference" in relation to questions of language, culture, and media at the forefront of global education issues today. Collectively, the authors argue that education in theory and practice must reawaken an ethical consciousness that affirms the negative values of difference, but still recognizes the uniqueness and particularity of each group.
Author: Katariina Holma Publisher: Springer Nature ISBN: 303094882X Category : Africa--Politics and government Languages : en Pages : 228
Book Description
This open access book discusses and addresses the compelling questions concerning the ideals of citizenship, the processes of learning to fulfill these ideals, and possibilities of education in fostering citizenship. Rather than advocating for one framework, the authors demonstrate the continuously contested nature of the concept of citizenship as theoretically discussed and practically experienced. The monograph combines, in an unconventional way, selected philosophical accounts and everyday experiences from certain locations in Tanzania and Uganda. It provides contributions from philosophical ideas drawing on scholars such as Chantal Mouffe, Rosi Braidotti, Theodor Adorno, and Etienne Balibar on the one hand, and the conceptions articulated by groups of inhabitants of rural and urban settings in Africa, on the other hand. Therefore, the book offers fresh readings under the lenses of citizenship and learning. Katariina Holma is Professor of Education and Head of the Research Unit at the University of Oulu, Finland. Tiina Kontinen is Associate Professor in International Development Studies at the University of Jyvaskyla, Finland.
Author: Robert M. Foschia Publisher: Rowman & Littlefield ISBN: 1793639590 Category : Language Arts & Disciplines Languages : en Pages : 221
Book Description
Plasticity in Motion: Sport, Gender, and Biopolitics argues that sport has a transformative power that, when engaged with habitually, can create bodies with the athletic ability to succeed at the incredible performances that captivate modern sports audiences. Robert M. Foschia draws heavily from the influential and extensive work of Catherine Malabou on plasticity – the ability to shape and form – and similarly argues that transformation is not always positive or infinite, with the potential for accidents, injuries, and excommunications. However, sport as a discursive space often precludes any mention of these negative transformations, asserting itself as pure potential and becoming, often to the exclusion of the feminine. What occurs if the feminine enters into this space? Foschia intentionally integrates the feminine back into hypermasculine discussions of sport, opening a new realm of possible transformations to the ways we play, watch, and think about sports. Scholars of communication, media studies, gender studies, rhetoric, and sports will find this book particularly useful.
Author: Maggi Savin-Baden Publisher: Taylor & Francis ISBN: 1000931439 Category : Education Languages : en Pages : 311
Book Description
This book explores the purpose, role and function of the university and examines the disconnection between students’ approaches to learning and university strategy. It centres on the idea that it is vital to explore what counts as a university in the twenty-first century, what it is for, and for whom, as well as how it can transcend social divisions. The universities of the twenty-first century need to have larger audiences, a broader voice, a shift away from othering and an effective means of progressing such shifts. What is central to such exploration is the idea that learning needs to be seen as postdigital. With a focus on how the growth of technology has and continues to affect university learning, this book: explores the concepts of the digital and the postdigital promotes just and inclusive pedagogies for higher education considers ways to ensure learning is an ethical and political experience studies how to understand community and collective values through higher education suggests ways of promoting personal and collective responsibility for our world and its peoples presents ways in which the university can challenge ideologies based on capitalist modes of consumption, privilege and exploitation Digital and Postdigital Learning for Changing Universities is essential reading for anyone seeking to reimagine the university in a postdigital age, despite institutional structuration and government intervention. It challenges current assumptions and practices, and encourages new ways of thinking about higher education and learning in the twenty-first century.
Author: R. Scott Webster Publisher: Springer Nature ISBN: 9813294019 Category : Education Languages : en Pages : 205
Book Description
This book reexamines reflection and ethics for teachers, and argues the case for ensuring teaching practices are educational and professional rather than simply technical or clinical. Demonstrating that theory is indispensable when it comes to professional deliberation and educational practice, the authors draw on their experience to provide insights for teachers that will enable them to become better professional educators. This collection of research chapters, written by established researchers and educators in the field who are familiar with a variety of teaching contexts and are conversant with the current teaching standards and policies relating to teaching and teacher education, is a valuable resource for practicing teachers, researchers, policy-makers as well as for final-year student-teachers in Initial Teacher Education programs. Further, it enables early career teachers to meet their professional responsibilities in a more critically informed and capable manner.
Author: Torill Strand
Author: Torill Strand
Author: David Campbell
Author: Mark E. Jonas
Author: Kristin Elaine Reimer
Author: Inga Bostad
Author: Peter Pericles Trifonas
Author: Katariina Holma
Author: Robert M. Foschia
Author: Maggi Savin-Baden
Author: R. Scott Webster