Pragmatist philosophy for critical knowledge, learning and consciousness: a new epistemological framework for education
"Emerging from the confusion and chaos of neoliberal economic systems around the world, this book brings together a collection of major philosophical ideas from previous centuries and applies them to the practice of education. The book argues that pragmatist philosophy is the most appropriate t...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London ; New York
Routledge
2023
|
| Schriftenreihe: | Routledge research in education
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "Emerging from the confusion and chaos of neoliberal economic systems around the world, this book brings together a collection of major philosophical ideas from previous centuries and applies them to the practice of education. The book argues that pragmatist philosophy is the most appropriate to guide the organisation of curriculum, pedagogy and assessment. It outlines a number of philosophical dilemmas, exploring these in relation to particular philosophers and offers philosophical insights for educational practice. Further, the book proposes Critical Praxis Bricolage, an epistemological framework articulating a view that education practices are embedded in a social context. This reshapes formal education from being dominated by the market forces of neoliberalism, into a way of ethical life that respects the dignity and knowledgeability of each person and community regardless of background. Written in a narrative style, Pragmatist Philosophy for Critical Knowledge, Learning and Consciousness provides a philosophical paradigm of experience, culture and inquiry that actively connects with human interests of the everyday and with the distinctiveness of being human. This work will be of interest to researchers and higher degree students of education and philosophy of education"-- |
| Beschreibung: | XV, 192 Seiten 24 cm |
| ISBN: | 9781032311791 9781032311807 |
Internformat
MARC
| LEADER | 00000nam a22000008c 4500 | ||
|---|---|---|---|
| 001 | BV048592660 | ||
| 003 | DE-604 | ||
| 005 | 20230118 | ||
| 007 | t | ||
| 008 | 221204s2023 b||| 00||| eng d | ||
| 020 | |a 9781032311791 |c hardback |9 978-1-03-231179-1 | ||
| 020 | |a 9781032311807 |c paperback |9 978-1-03-231180-7 | ||
| 035 | |a (OCoLC)1362872861 | ||
| 035 | |a (DE-599)BVBBV048592660 | ||
| 040 | |a DE-604 |b ger |e rda | ||
| 041 | 0 | |a eng | |
| 049 | |a DE-12 | ||
| 100 | 1 | |a Hooley, Neil |e Verfasser |0 (DE-588)1144391547 |4 aut | |
| 245 | 1 | 0 | |a Pragmatist philosophy for critical knowledge, learning and consciousness |b a new epistemological framework for education |c Neil Hooley |
| 264 | 1 | |a London ; New York |b Routledge |c 2023 | |
| 300 | |a XV, 192 Seiten |c 24 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 490 | 0 | |a Routledge research in education | |
| 520 | 3 | |a "Emerging from the confusion and chaos of neoliberal economic systems around the world, this book brings together a collection of major philosophical ideas from previous centuries and applies them to the practice of education. The book argues that pragmatist philosophy is the most appropriate to guide the organisation of curriculum, pedagogy and assessment. It outlines a number of philosophical dilemmas, exploring these in relation to particular philosophers and offers philosophical insights for educational practice. Further, the book proposes Critical Praxis Bricolage, an epistemological framework articulating a view that education practices are embedded in a social context. This reshapes formal education from being dominated by the market forces of neoliberalism, into a way of ethical life that respects the dignity and knowledgeability of each person and community regardless of background. Written in a narrative style, Pragmatist Philosophy for Critical Knowledge, Learning and Consciousness provides a philosophical paradigm of experience, culture and inquiry that actively connects with human interests of the everyday and with the distinctiveness of being human. This work will be of interest to researchers and higher degree students of education and philosophy of education"-- | |
| 650 | 0 | 7 | |a Erziehungsphilosophie |0 (DE-588)4070955-3 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Pragmatismus |0 (DE-588)4047046-5 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Pädagogik |0 (DE-588)4044302-4 |2 gnd |9 rswk-swf |
| 653 | 0 | |a Education / Philosophy | |
| 653 | 0 | |a Education / Social aspects | |
| 653 | 0 | |a Education / Moral and ethical aspects | |
| 653 | 0 | |a Pragmatism | |
| 653 | 0 | |a Education / Moral and ethical aspects | |
| 653 | 0 | |a Education / Philosophy | |
| 653 | 0 | |a Education / Social aspects | |
| 653 | 0 | |a Pragmatism | |
| 689 | 0 | 0 | |a Pragmatismus |0 (DE-588)4047046-5 |D s |
| 689 | 0 | 1 | |a Pädagogik |0 (DE-588)4044302-4 |D s |
| 689 | 0 | 2 | |a Erziehungsphilosophie |0 (DE-588)4070955-3 |D s |
| 689 | 0 | |5 DE-604 | |
| 775 | 0 | 8 | |i Äquivalent |n Druck-Ausgabe, Paperback |z 978-1-03-231180-7 |
| 776 | 0 | 8 | |i Erscheint auch als |n Online-Ausgabe |z 978-1-00-330847-8 |
| 856 | 4 | 2 | |m Digitalisierung BSB München - ADAM Catalogue Enrichment |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033968339&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
| 999 | |a oai:aleph.bib-bvb.de:BVB01-033968339 | ||
Datensatz im Suchindex
| _version_ | 1804184631547789312 |
|---|---|
| adam_text | Contents List of illustrations About the author Acknowledgements Preface ix x xi xii PARTI Philosophy as lived experience 1 1 Acting, thinking, changing the world 3 2 Living and learning with science and humanities 16 PARTII Philosophy as educational experience 31 3 Philosophical dilemma 1 : schooling and child/ state interests 33 4 Philosophical dilemma 2: tradition and identification of knowledge/content 47 5 Philosophical dilemma 3: curriculum and dialogue/ language connections 60 6 Philosophical dilemma 4: teaching and transmission/ inquiry options 73 7 Philosophical dilemma 5: assessment and the perplexity of knowing/not knowing 87
viii Contents 8 Philosophical dilemma 6: learning and the schism between epistemology/sociology 102 9 Philosophical dilemma 7 : society and the significance of subjectivity/objectivity 116 10 Philosophical dilemma 8: professionalism and the ethical agitation of ought/is 131 PART III Philosophy as critical experience and critique 145 11 Practice-theorising, reviewing concepts of experience, thought and values 147 12 Critical Praxis Bricolage, from Dewey to Nietzsche and Wittgenstein 162 Afterword: humun cts discursive subject Poem References Index 177 181 182 189
|
| adam_txt |
Contents List of illustrations About the author Acknowledgements Preface ix x xi xii PARTI Philosophy as lived experience 1 1 Acting, thinking, changing the world 3 2 Living and learning with science and humanities 16 PARTII Philosophy as educational experience 31 3 Philosophical dilemma 1 : schooling and child/ state interests 33 4 Philosophical dilemma 2: tradition and identification of knowledge/content 47 5 Philosophical dilemma 3: curriculum and dialogue/ language connections 60 6 Philosophical dilemma 4: teaching and transmission/ inquiry options 73 7 Philosophical dilemma 5: assessment and the perplexity of knowing/not knowing 87
viii Contents 8 Philosophical dilemma 6: learning and the schism between epistemology/sociology 102 9 Philosophical dilemma 7 : society and the significance of subjectivity/objectivity 116 10 Philosophical dilemma 8: professionalism and the ethical agitation of ought/is 131 PART III Philosophy as critical experience and critique 145 11 Practice-theorising, reviewing concepts of experience, thought and values 147 12 Critical Praxis Bricolage, from Dewey to Nietzsche and Wittgenstein 162 Afterword: humun cts discursive subject Poem References Index 177 181 182 189 |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Hooley, Neil |
| author_GND | (DE-588)1144391547 |
| author_facet | Hooley, Neil |
| author_role | aut |
| author_sort | Hooley, Neil |
| author_variant | n h nh |
| building | Verbundindex |
| bvnumber | BV048592660 |
| ctrlnum | (OCoLC)1362872861 (DE-599)BVBBV048592660 |
| format | Book |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>03372nam a22005058c 4500</leader><controlfield tag="001">BV048592660</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">20230118 </controlfield><controlfield tag="007">t</controlfield><controlfield tag="008">221204s2023 b||| 00||| eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781032311791</subfield><subfield code="c">hardback</subfield><subfield code="9">978-1-03-231179-1</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781032311807</subfield><subfield code="c">paperback</subfield><subfield code="9">978-1-03-231180-7</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1362872861</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV048592660</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-12</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Hooley, Neil</subfield><subfield code="e">Verfasser</subfield><subfield code="0">(DE-588)1144391547</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Pragmatist philosophy for critical knowledge, learning and consciousness</subfield><subfield code="b">a new epistemological framework for education</subfield><subfield code="c">Neil Hooley</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">London ; New York</subfield><subfield code="b">Routledge</subfield><subfield code="c">2023</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">XV, 192 Seiten</subfield><subfield code="c">24 cm</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">Routledge research in education</subfield></datafield><datafield tag="520" ind1="3" ind2=" "><subfield code="a">"Emerging from the confusion and chaos of neoliberal economic systems around the world, this book brings together a collection of major philosophical ideas from previous centuries and applies them to the practice of education. The book argues that pragmatist philosophy is the most appropriate to guide the organisation of curriculum, pedagogy and assessment. It outlines a number of philosophical dilemmas, exploring these in relation to particular philosophers and offers philosophical insights for educational practice. Further, the book proposes Critical Praxis Bricolage, an epistemological framework articulating a view that education practices are embedded in a social context. This reshapes formal education from being dominated by the market forces of neoliberalism, into a way of ethical life that respects the dignity and knowledgeability of each person and community regardless of background. Written in a narrative style, Pragmatist Philosophy for Critical Knowledge, Learning and Consciousness provides a philosophical paradigm of experience, culture and inquiry that actively connects with human interests of the everyday and with the distinctiveness of being human. This work will be of interest to researchers and higher degree students of education and philosophy of education"--</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Erziehungsphilosophie</subfield><subfield code="0">(DE-588)4070955-3</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Pragmatismus</subfield><subfield code="0">(DE-588)4047046-5</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Pädagogik</subfield><subfield code="0">(DE-588)4044302-4</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education / Philosophy</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education / Social aspects</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education / Moral and ethical aspects</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Pragmatism</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education / Moral and ethical aspects</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education / Philosophy</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education / Social aspects</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Pragmatism</subfield></datafield><datafield tag="689" ind1="0" ind2="0"><subfield code="a">Pragmatismus</subfield><subfield code="0">(DE-588)4047046-5</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2="1"><subfield code="a">Pädagogik</subfield><subfield code="0">(DE-588)4044302-4</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2="2"><subfield code="a">Erziehungsphilosophie</subfield><subfield code="0">(DE-588)4070955-3</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2=" "><subfield code="5">DE-604</subfield></datafield><datafield tag="775" ind1="0" ind2="8"><subfield code="i">Äquivalent</subfield><subfield code="n">Druck-Ausgabe, Paperback</subfield><subfield code="z">978-1-03-231180-7</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Online-Ausgabe</subfield><subfield code="z">978-1-00-330847-8</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="m">Digitalisierung BSB München - ADAM Catalogue Enrichment</subfield><subfield code="q">application/pdf</subfield><subfield code="u">http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033968339&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA</subfield><subfield code="3">Inhaltsverzeichnis</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-033968339</subfield></datafield></record></collection> |
| id | DE-604.BV048592660 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T21:07:53Z |
| indexdate | 2024-07-10T09:42:25Z |
| institution | BVB |
| isbn | 9781032311791 9781032311807 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-033968339 |
| oclc_num | 1362872861 |
| open_access_boolean | |
| owner | DE-12 |
| owner_facet | DE-12 |
| physical | XV, 192 Seiten 24 cm |
| publishDate | 2023 |
| publishDateSearch | 2023 |
| publishDateSort | 2023 |
| publisher | Routledge |
| record_format | marc |
| series2 | Routledge research in education |
| spelling | Hooley, Neil Verfasser (DE-588)1144391547 aut Pragmatist philosophy for critical knowledge, learning and consciousness a new epistemological framework for education Neil Hooley London ; New York Routledge 2023 XV, 192 Seiten 24 cm txt rdacontent n rdamedia nc rdacarrier Routledge research in education "Emerging from the confusion and chaos of neoliberal economic systems around the world, this book brings together a collection of major philosophical ideas from previous centuries and applies them to the practice of education. The book argues that pragmatist philosophy is the most appropriate to guide the organisation of curriculum, pedagogy and assessment. It outlines a number of philosophical dilemmas, exploring these in relation to particular philosophers and offers philosophical insights for educational practice. Further, the book proposes Critical Praxis Bricolage, an epistemological framework articulating a view that education practices are embedded in a social context. This reshapes formal education from being dominated by the market forces of neoliberalism, into a way of ethical life that respects the dignity and knowledgeability of each person and community regardless of background. Written in a narrative style, Pragmatist Philosophy for Critical Knowledge, Learning and Consciousness provides a philosophical paradigm of experience, culture and inquiry that actively connects with human interests of the everyday and with the distinctiveness of being human. This work will be of interest to researchers and higher degree students of education and philosophy of education"-- Erziehungsphilosophie (DE-588)4070955-3 gnd rswk-swf Pragmatismus (DE-588)4047046-5 gnd rswk-swf Pädagogik (DE-588)4044302-4 gnd rswk-swf Education / Philosophy Education / Social aspects Education / Moral and ethical aspects Pragmatism Pragmatismus (DE-588)4047046-5 s Pädagogik (DE-588)4044302-4 s Erziehungsphilosophie (DE-588)4070955-3 s DE-604 Äquivalent Druck-Ausgabe, Paperback 978-1-03-231180-7 Erscheint auch als Online-Ausgabe 978-1-00-330847-8 Digitalisierung BSB München - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033968339&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Hooley, Neil Pragmatist philosophy for critical knowledge, learning and consciousness a new epistemological framework for education Erziehungsphilosophie (DE-588)4070955-3 gnd Pragmatismus (DE-588)4047046-5 gnd Pädagogik (DE-588)4044302-4 gnd |
| subject_GND | (DE-588)4070955-3 (DE-588)4047046-5 (DE-588)4044302-4 |
| title | Pragmatist philosophy for critical knowledge, learning and consciousness a new epistemological framework for education |
| title_auth | Pragmatist philosophy for critical knowledge, learning and consciousness a new epistemological framework for education |
| title_exact_search | Pragmatist philosophy for critical knowledge, learning and consciousness a new epistemological framework for education |
| title_exact_search_txtP | Pragmatist philosophy for critical knowledge, learning and consciousness a new epistemological framework for education |
| title_full | Pragmatist philosophy for critical knowledge, learning and consciousness a new epistemological framework for education Neil Hooley |
| title_fullStr | Pragmatist philosophy for critical knowledge, learning and consciousness a new epistemological framework for education Neil Hooley |
| title_full_unstemmed | Pragmatist philosophy for critical knowledge, learning and consciousness a new epistemological framework for education Neil Hooley |
| title_short | Pragmatist philosophy for critical knowledge, learning and consciousness |
| title_sort | pragmatist philosophy for critical knowledge learning and consciousness a new epistemological framework for education |
| title_sub | a new epistemological framework for education |
| topic | Erziehungsphilosophie (DE-588)4070955-3 gnd Pragmatismus (DE-588)4047046-5 gnd Pädagogik (DE-588)4044302-4 gnd |
| topic_facet | Erziehungsphilosophie Pragmatismus Pädagogik |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033968339&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT hooleyneil pragmatistphilosophyforcriticalknowledgelearningandconsciousnessanewepistemologicalframeworkforeducation |