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  • 2010-2014  (2)
  • Dordrecht : Springer Science+Business Media B.V  (2)
  • Boston, MA : Safari
  • Cambridge : Cambridge University Press
  • München : GRIN Verlag GmbH
  • Erziehungsphilosophie  (2)
  • Education  (2)
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Language
Years
  • 2010-2014  (2)
Year
Subjects(RVK)
  • Education  (2)
  • 1
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400720664 , 128345615X , 9781283456159
    Language: English
    Pages: Online-Ressource (IX, 160p, digital)
    Series Statement: Contemporary Philosophies and Theories in Education 2
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    Keywords: Genetic epistemology ; Education ; Education ; Genetic epistemology ; Education Philosophy ; Erziehungsphilosophie
    Abstract: In the recent educational research literature, it has been asserted that ethnic or cultural groups have their own distinctive epistemologies, and that these have been given short shrift by the dominant social group. Educational research, then, is pursued within a framework that embodies assumptions about knowledge and knowledge production that reflect the interests and historical traditions of this dominant group. In such arguments, however, some relevant philosophical issues remain unresolved, such as what claims about culturally distinctive epistemologies mean, precisely, and how they relate
    Abstract: In the recent educational research literature, it has been asserted that ethnic or cultural groups have their own distinctive epistemologies, and that these have been given short shrift by the dominant social group. Educational research, then, is pursued within a framework that embodies assumptions about knowledge and knowledge production that reflect the interests and historical traditions of this dominant group. In such arguments, however, some relevant philosophical issues remain unresolved, such as what claims about culturally distinctive epistemologies mean, precisely, and how they relate
    Description / Table of Contents: Education, Cultureand Epistemological Diversity; Foreword; Contents; Chapter 1: Introduction; Ethno-Philosophy and Professional Philosophy; Paradigms - Incommensurable or Translatable?; The Authority of "Epistemology"; References; Chapter 2: A Critical Review of Representative Sources on Multicultural Epistemology; Epistemologists and Educational Researchers in Word and Deed: A Commentary; Conceptions of Representation; Conceptions of Respect; References; Chapter 3: Charting the Reefs: A Map of Multicultural Epistemology; Introduction; Three Preliminary Examples
    Description / Table of Contents: Questions About Knowledge: A Preliminary Mapping(A) Epistemology as a Normative Field of Inquiry; (B) An Epistemology as a Normative Theory of Knowledge; The Special Case of "Standpoint Epistemologies"; (C) An Epistemology as a Descriptive Account of How People Acquire Beliefs; An Example: An Argument from Scheurich and Young; Sociology of Knowledge: The Descriptive Orientation Reigns Supreme; The Idea of "Ways of Knowing"; (D) An Epistemology as a Description of a Set of Beliefs; Using the Map: An Example; Cultures and Knowledge: A Closer Look; Conclusion: A Suggestion About Safe Navigation
    Description / Table of Contents: ReferencesChapter 4: Epistemological Diversity and Education Research: Much Ado About Nothing Much?*; What Is "Epistemological Diversity"?; Beliefs and Belief Systems; Research Methodologies and Methods of Inquiry; Research Questions; Researchers and Their Cultures; Epistemologies and Epistemological Perspectives; Epistemology and Diversity: The Heart of the Matter; Is It Epistemologically Suspect to Criticize the Epistemology of a Particular Community of Practice/Approach to Research/Subordinated Group?
    Description / Table of Contents: Is It Morally Suspect to Criticize the Epistemology of a Particular Community of Practice/Approach to Research/Subordinated Group?Is It Inevitably an Abuse of Power to Criticize the Epistemology of a Particular Community of Practice/Approach to Research/Subordinated Group?; Is It Pragmatically Suspect to Criticize the Epistemology of a Particular Community of Practice/Approach to Research/Subordinated Group?; Conclusion; References; Chapter 5: Taking Subjectivity into Account*; The Problem; Subjects and Objects; Conclusion; References
    Description / Table of Contents: Chapter 6: Epistemology as Trope: Uses and Effects of Claims About "Ways of Knowing"*Introduction; Essentialism and Essentializability; The Trouble with "Knowing"; When "Knowing" and "Knowing" Are Not the Same; The Discourse of "Ways of Knowing" and Its Effects; Epistemological Diversity - Diversity of What?; Tropological Uses; Conclusion; References; Chapter 7: Epistemological Diversity: A Roundtable; Epilogue 1; Epilogue 2; References; Chapter 8: Second Thoughts; Aesthetic Epistemology?; Plain Old Epistemology, But…; References; About the Authors; Index;
    Note: Includes bibliographical references and index
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
    Library Location Call Number Volume/Issue/Year Availability
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  • 2
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400724013 , 1283456397 , 9781283456395
    Language: English
    Pages: Online-Ressource (X, 149p, digital)
    Series Statement: Contemporary Philosophies and Theories in Education 3
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Kwak, Duck-Joo Education for self-transformation
    RVK:
    RVK:
    Keywords: Curriculum planning ; Literacy ; Education ; Education ; Curriculum planning ; Education Philosophy ; Literacy ; Curriculumplanung ; Erziehungsphilosophie ; Curriculumplanung ; Erziehungsphilosophie
    Abstract: Exemplifying what it advocates, this book is an innovative attempt to retrieve the essay form from its degenerate condition in academic writing. Its purpose is to create pedagogical space in which the inner struggle of 'lived experience' can articulate itself in the first person. Working through essays, the modern, 'post-secular' self can guide, understand, and express its own transformation. This is not merely a book about writing methods: it has a sharp existential edge. Beginning by defining key terms such as 'self-transformation', Kwak sketches the contemporary debates between Jurgen Haber
    Abstract: Exemplifying what it advocates, this book is an innovative attempt to retrieve the essay form from its degenerate condition in academic writing. Its purpose is to create pedagogical space in which the inner struggle of 'lived experience' can articulate itself in the first person. Working through essays, the modern, 'post-secular' self can guide, understand, and express its own transformation. This is not merely a book about writing methods: it has a sharp existential edge. Beginning by defining key terms such as 'self-transformation', Kwak sketches the contemporary debates between Jurgen Haber
    Description / Table of Contents: Education for Self-transformation; Preface; Contents; Chapter 1: Introduction: Education as Self-transformation and the Essay Form of Writing: Education for a Post-secular Age; References; Part I: George Lukács: Practice of Philosophy for Existential Fulfillment; Chapter 2: A Reflection on the Relation Between Philosophy and Life; Through Hans Blumenberg's Work; Introduction: Knowledge and Existential Anxiety, What Is Their Connection?; A Way to the Loss of Existential Fulfillment: From Plato to Bacon; Conclusion: Learning from Nominalists' Wisdom; References
    Description / Table of Contents: Chapter 3: A Response to Modernity Between Reason and Faith: Kierkegaard's Ideas of the Ethical Self and SubjectivityIntroduction: "Being Educated" and "Being Ethical"; Relation Between Subjectivity and Being Ethical; Conclusion: Educational Implications of Kierkegaard's Indirect Communication; References; Chapter 4: Practicing Philosophy, the Practice of Education: Exploring the Essay-Form Through Lukács' Soul and Form; Introduction: In Pursuit of a Pedagogical Form of Writing; Philosophy and Life-Form; Life-Form and the Essay Form of Writing
    Description / Table of Contents: Conclusion: The Essay Form of Writing as an Educational PracticeReferences; Part II: Stanley Cavell: Practice of Education in the Essay-Form; Chapter 5: Stanley Cavell's Ordinary Language Philosophy as an Example of Practicing Philosophy in the Essay-Form: In Search of a Humanistic Approach to Teacher Education; Introduction: A Humanistic Approach to Teacher Education; The Methodological Characteristics of Cavell's Ordinary Language Philosophy; The Educational Aspiration of Cavell's Ordinary Language Philosophy; Conclusion: A Role for Philosophy in Teacher Education; References
    Description / Table of Contents: Chapter 6: Philosophy as the Essay Form of Writing: Cavell's Concepts of Voice, Method, and TextIntroduction: The Essay as a Form of Writing for Self-knowledge; Montaigne and the Essay: Its Educational Nature and Purpose; Cavell's Philosophical Writing: Voice, Method, and Text; Voice and Method; Voice and Text; Conclusion: The Philosophical Voice and the Essay; References; Chapter 7: Cavell's Essayist as the Political Self: Implication for Citizenship Education; Introduction: The Private, the Philosophical, and the Political; The Political Dimension of Cavell's Moral Perfectionism
    Description / Table of Contents: Conversation of Justice for Equality from Within and Active EqualityConclusion: A Picture of the Cavellian Citizen: "Bourgeoisie with a Desire to Go Beyond Bourgeois Morality"; References; Chapter 8: Conclusion: The Essay Form of Writing for a Tragic Form of Subjectivity; Index;
    Note: Description based upon print version of record
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
    Library Location Call Number Volume/Issue/Year Availability
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