Be(com)ing human :: semiosis and the myth of reason /
Educational theory is necessarily concerned with what it means to become human, 'becoming' implying a process of growth and change. In general, philosophy of education has tended to view childhood (defined as the period during which one is being educated) as preparation for a settled perio...
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam ; Boston :
Sense Publishers,
©2012.
|
| Schriftenreihe: | Educational futures ;
v. 56. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Educational theory is necessarily concerned with what it means to become human, 'becoming' implying a process of growth and change. In general, philosophy of education has tended to view childhood (defined as the period during which one is being educated) as preparation for a settled period as adult citizen, during which one's human nature is given its full expression. Traditionally, then, first we become human, then we are (fully) human. However, when we speak of ourselves as human, we do so in these two senses: as a present species marker, and as a regulative ideal. Most literature focuses on the former sense; the present argument will focus on the latter. What, therefore, should be the grounds for a theory of the individual in society and the world that can best underpin approaches to social policy and education on the assumption that the human animal is always aspiring to fully human status that can never be attained? Central to the argument are the acknowledgment of the human as an open system and the concomitant acceptance of overlapping phenomenal worlds, whereby experience is shared but never exactly duplicated between sentient beings.ent beings. |
| Beschreibung: | 1 online resource (xii, 142 pages). |
| Bibliographie: | Includes bibliographical references (pages 125-142). |
| ISBN: | 9789460919978 9460919979 |
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| 520 | |a Educational theory is necessarily concerned with what it means to become human, 'becoming' implying a process of growth and change. In general, philosophy of education has tended to view childhood (defined as the period during which one is being educated) as preparation for a settled period as adult citizen, during which one's human nature is given its full expression. Traditionally, then, first we become human, then we are (fully) human. However, when we speak of ourselves as human, we do so in these two senses: as a present species marker, and as a regulative ideal. Most literature focuses on the former sense; the present argument will focus on the latter. What, therefore, should be the grounds for a theory of the individual in society and the world that can best underpin approaches to social policy and education on the assumption that the human animal is always aspiring to fully human status that can never be attained? Central to the argument are the acknowledgment of the human as an open system and the concomitant acceptance of overlapping phenomenal worlds, whereby experience is shared but never exactly duplicated between sentient beings.ent beings. | ||
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| spelling | Stables, Andrew, 1956- https://id.oclc.org/worldcat/entity/E39PCjFQ4wv77XmyWJCPMxkwfq http://id.loc.gov/authorities/names/n94106142 Be(com)ing human : semiosis and the myth of reason / Andrew Stables. Becoming human Rotterdam ; Boston : Sense Publishers, ©2012. 1 online resource (xii, 142 pages). text txt rdacontent computer c rdamedia online resource cr rdacarrier data file Educational futures : rethinking theory and practice ; v. 56 Theoretical Foundations -- Moving in Time -- Thens Within Now -- Be(com)ing Responsible -- Promoting Human Progress. Includes bibliographical references (pages 125-142). Print version record. Educational theory is necessarily concerned with what it means to become human, 'becoming' implying a process of growth and change. In general, philosophy of education has tended to view childhood (defined as the period during which one is being educated) as preparation for a settled period as adult citizen, during which one's human nature is given its full expression. Traditionally, then, first we become human, then we are (fully) human. However, when we speak of ourselves as human, we do so in these two senses: as a present species marker, and as a regulative ideal. Most literature focuses on the former sense; the present argument will focus on the latter. What, therefore, should be the grounds for a theory of the individual in society and the world that can best underpin approaches to social policy and education on the assumption that the human animal is always aspiring to fully human status that can never be attained? Central to the argument are the acknowledgment of the human as an open system and the concomitant acceptance of overlapping phenomenal worlds, whereby experience is shared but never exactly duplicated between sentient beings.ent beings. Education Philosophy. http://id.loc.gov/authorities/subjects/sh85041014 Philosophical anthropology. http://id.loc.gov/authorities/subjects/sh85100845 Semiotics. http://id.loc.gov/authorities/subjects/sh85119950 Éducation Philosophie. Anthropologie philosophique. philosophical anthropology. aat EDUCATION Philosophy & Social Aspects. bisacsh Education. eclas Sciences sociales. eclas Sciences humaines. eclas Education Philosophy fast Philosophical anthropology fast Semiotics fast has work: Be(com)ing human (Text) https://id.oclc.org/worldcat/entity/E39PCFG7PY4PtTDtWc9KqkD7Dy https://id.oclc.org/worldcat/ontology/hasWork Print version: Stables, Andrew, 1956- Be(com)ing human. Rotterdam ; Boston : Sense Publishers, ©2012 9460919960 (OCoLC)815621097 Educational futures ; v. 56. http://id.loc.gov/authorities/names/no2006116379 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=508707 Volltext |
| spellingShingle | Stables, Andrew, 1956- Be(com)ing human : semiosis and the myth of reason / Educational futures ; Theoretical Foundations -- Moving in Time -- Thens Within Now -- Be(com)ing Responsible -- Promoting Human Progress. Education Philosophy. http://id.loc.gov/authorities/subjects/sh85041014 Philosophical anthropology. http://id.loc.gov/authorities/subjects/sh85100845 Semiotics. http://id.loc.gov/authorities/subjects/sh85119950 Éducation Philosophie. Anthropologie philosophique. philosophical anthropology. aat EDUCATION Philosophy & Social Aspects. bisacsh Education. eclas Sciences sociales. eclas Sciences humaines. eclas Education Philosophy fast Philosophical anthropology fast Semiotics fast |
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| title | Be(com)ing human : semiosis and the myth of reason / |
| title_alt | Becoming human Theoretical Foundations -- Moving in Time -- Thens Within Now -- Be(com)ing Responsible -- Promoting Human Progress. |
| title_auth | Be(com)ing human : semiosis and the myth of reason / |
| title_exact_search | Be(com)ing human : semiosis and the myth of reason / |
| title_full | Be(com)ing human : semiosis and the myth of reason / Andrew Stables. |
| title_fullStr | Be(com)ing human : semiosis and the myth of reason / Andrew Stables. |
| title_full_unstemmed | Be(com)ing human : semiosis and the myth of reason / Andrew Stables. |
| title_short | Be(com)ing human : |
| title_sort | be com ing human semiosis and the myth of reason |
| title_sub | semiosis and the myth of reason / |
| topic | Education Philosophy. http://id.loc.gov/authorities/subjects/sh85041014 Philosophical anthropology. http://id.loc.gov/authorities/subjects/sh85100845 Semiotics. http://id.loc.gov/authorities/subjects/sh85119950 Éducation Philosophie. Anthropologie philosophique. philosophical anthropology. aat EDUCATION Philosophy & Social Aspects. bisacsh Education. eclas Sciences sociales. eclas Sciences humaines. eclas Education Philosophy fast Philosophical anthropology fast Semiotics fast |
| topic_facet | Education Philosophy. Philosophical anthropology. Semiotics. Éducation Philosophie. Anthropologie philosophique. philosophical anthropology. EDUCATION Philosophy & Social Aspects. Education. Sciences sociales. Sciences humaines. Education Philosophy Philosophical anthropology Semiotics |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=508707 |
| work_keys_str_mv | AT stablesandrew becominghumansemiosisandthemythofreason AT stablesandrew becominghuman |