Aesthetics, Empathy and Education:
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New York
Peter Lang Inc., International Academic Publishers
2012
|
| Ausgabe: | 1st, New ed |
| Schlagworte: | |
| Online-Zugang: | DE-29 DE-12 URL des Erstveröffentlichers |
| Beschreibung: | Online resource; title from title screen (viewed June 27, 2019) |
| Beschreibung: | 1 Online-Ressource (258 Seiten) |
| ISBN: | 9781453910412 |
Internformat
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| 245 | 1 | 0 | |a Aesthetics, Empathy and Education |c Boyd White, Tracie Constantino |
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| 505 | 8 | |a «Empathy must be part of education because knowledge without it is incomplete» (Swanger, Essays in Aesthetic Education, 1990). Aesthetics, Empathy and Education pursues Swanger's assertion in myriad ways. The text is divided into four sections. The first addresses research methodology from widely differing perspectives. The second section scrutinizes research again, this time addressing the self as the research subject. The third section takes a more specifically philosophical approach to the topic, challenging some underlying assumptions about education and empathy. Finally, the fourth section looks at classroom practice. Aesthetics, Empathy and Education is essential reading for pre-service teachers, graduate students and instructors | |
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Datensatz im Suchindex
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| author2 | White, Boyd Constantino, Tracie |
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| contents | «Empathy must be part of education because knowledge without it is incomplete» (Swanger, Essays in Aesthetic Education, 1990). Aesthetics, Empathy and Education pursues Swanger's assertion in myriad ways. The text is divided into four sections. The first addresses research methodology from widely differing perspectives. The second section scrutinizes research again, this time addressing the self as the research subject. The third section takes a more specifically philosophical approach to the topic, challenging some underlying assumptions about education and empathy. Finally, the fourth section looks at classroom practice. Aesthetics, Empathy and Education is essential reading for pre-service teachers, graduate students and instructors |
| ctrlnum | (ZDB-114-LAC)9781453910412 (OCoLC)1224012174 (DE-599)BVBBV047020280 |
| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| edition | 1st, New ed |
| format | Electronic eBook |
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| isbn | 9781453910412 |
| language | English |
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| spellingShingle | Aesthetics, Empathy and Education «Empathy must be part of education because knowledge without it is incomplete» (Swanger, Essays in Aesthetic Education, 1990). Aesthetics, Empathy and Education pursues Swanger's assertion in myriad ways. The text is divided into four sections. The first addresses research methodology from widely differing perspectives. The second section scrutinizes research again, this time addressing the self as the research subject. The third section takes a more specifically philosophical approach to the topic, challenging some underlying assumptions about education and empathy. Finally, the fourth section looks at classroom practice. Aesthetics, Empathy and Education is essential reading for pre-service teachers, graduate students and instructors Gefühl (DE-588)4019702-5 gnd Lehrstoff (DE-588)4125746-7 gnd |
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| title | Aesthetics, Empathy and Education |
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| title_exact_search_txtP | Aesthetics, Empathy and Education |
| title_full | Aesthetics, Empathy and Education Boyd White, Tracie Constantino |
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| title_full_unstemmed | Aesthetics, Empathy and Education Boyd White, Tracie Constantino |
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