Aesthetics, Empathy and Education:
Saved in:
| Other Authors: | , |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
New York
Peter Lang Inc., International Academic Publishers
2012
|
| Edition: | 1st, New ed |
| Subjects: | |
| Online Access: | DE-29 DE-12 Volltext |
| Item Description: | Online resource; title from title screen (viewed June 27, 2019) |
| Physical Description: | 1 Online-Ressource (258 Seiten) |
| ISBN: | 9781453910412 |
Staff View
MARC
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| 245 | 1 | 0 | |a Aesthetics, Empathy and Education |c Boyd White, Tracie Constantino |
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| 500 | |a Online resource; title from title screen (viewed June 27, 2019) | ||
| 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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| 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 |
| title_auth | Aesthetics, Empathy and Education |
| title_exact_search | Aesthetics, Empathy and Education |
| title_exact_search_txtP | Aesthetics, Empathy and Education |
| title_full | Aesthetics, Empathy and Education Boyd White, Tracie Constantino |
| title_fullStr | Aesthetics, Empathy and Education Boyd White, Tracie Constantino |
| title_full_unstemmed | Aesthetics, Empathy and Education Boyd White, Tracie Constantino |
| title_short | Aesthetics, Empathy and Education |
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