Education after Dewey
著者
書誌事項
Education after Dewey
Continuum, 2011
- : pbk
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注記
Includes bibliographical references and index
内容説明・目次
内容説明
This study re-examines John Dewey's philosophy of education, and asks how well it stands up today in view of developments in Continental European philosophy. Do Martin Heidegger's statements on the nature of thinking compel a re-examination of Dewey's view? Does Hans-Georg Gadamer's philosophy of experience advance beyond Dewey's experimental model? How does a Deweyan view of moral or political education look in light of Hannah Arendt's theory of judgment, or Paulo Freires' theory of dialogical education? Paul Fairfield first looks at Dewey's conceptions of experience and thinking in connection with two of the most important figures in twentieth-century phenomenology and hermeneutics: Heidegger and Gadamer and returns to an old distinction in the philosophy of education between progressivism and conservatism in order to situate and clarify Dewey's position and to frame the argument of this book. He then moves on to apply this principled framework to the teaching of several disciplines of the human sciences: philosophy, religion, ethics, politics, history, and literature.
These are discussed with reference to the writings of Friedrich Nietzsche, John Caputo, Hannah Arendt, Paulo Freire, Michel Foucault, and Paul Ricoeur.
目次
- Introduction: An Enigmatic Transition
- Part I: The Educative Process
- 1. Beyond Progressivism and Conservatism
- 2. Dewey's Copernican Revolution
- 3. What Is Called Thinking?
- Part II: Education in the Human Sciences
- 4. Teaching Philosophy: The Scholastic and the Thinker
- 5. Teaching Religion: Spiritual Training or Indoctrination?
- 6. Teaching Ethics: From Moralism to Experimentalism
- 7. Teaching Politics: Training for Democratic Citizenship
- 8. Teaching History: The Past and the Present
- 9. Teaching Literature: Life and Narrative
- References
- Index.
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