Alexandre Guilherme – författare

Ilan Gur-Ze''ev and Education: Pedagogies of Transformation and Peace critically analyses and introduces the main ideas of Ilan Gur-Ze’ev, reflecting on his continuing theoretical and practical relevance to the field of education. This book offers an accessible, higher-level critical discussion on the thought of Ilan Gur-Ze''ev with an impressive breadth and contemporary focus.

The book focuses on Gur-Ze''ev''s ''counter-pedagogy'' project, which brought him much attention and attempts to establish an alternative and non-dogmatic form of education. Gur Ze''ev''s views go against ''critical pedagogy'' and ''neoliberalism'', because while the former advocates achieving a utopia in which there is no oppression, the latter defends the idea that ''wants and desires'' need to be satisfied through a process of ''marketisation''. This book brings to notice Gur-Ze’ev’s concepts of ‘counter-education’ and ''diasporic education'' which seek to pursue the truth in everyday life, rather than achieving a utopian goal, or the promised land.

This unique and up-to-date monograph will be of great interest for researchers, academics, and postgraduate students in the fields of philosophy of education, theory of education, peace education, Jewish education, neoliberalism, and sociology of education.

Ilan Gur-Ze''ev and Education: Pedagogies of Transformation and Peace critically analyses and introduces the main ideas of Ilan Gur-Ze’ev, reflecting on his continuing theoretical and practical relevance to the field of education. This book offers an accessible, higher-level critical discussion on the thought of Ilan Gur-Ze''ev with an impressive breadth and contemporary focus.

The book focuses on Gur-Ze''ev''s ''counter-pedagogy'' project, which brought him much attention and attempts to establish an alternative and non-dogmatic form of education. Gur Ze''ev''s views go against ''critical pedagogy'' and ''neoliberalism'', because while the former advocates achieving a utopia in which there is no oppression, the latter defends the idea that ''wants and desires'' need to be satisfied through a process of ''marketisation''. This book brings to notice Gur-Ze’ev’s concepts of ‘counter-education’ and ''diasporic education'' which seek to pursue the truth in everyday life, rather than achieving a utopian goal, or the promised land.

This unique and up-to-date monograph will be of great interest for researchers, academics, and postgraduate students in the fields of philosophy of education, theory of education, peace education, Jewish education, neoliberalism, and sociology of education.

Philosophy, Dialogue, and Education is an advanced introduction to nine key European social philosophers: Martin Buber, Mikhail Bakhtin, Lev Vygotsky, Hannah Arendt, Emmanuel Levinas, Maurice Merleau-Ponty, Simone Weil, Michael Oakeshott, and Jürgen Habermas. This detailed yet highly readable work positions the socio-political views of each philosopher within a European tradition of dialogical philosophy; and reflects on the continuing theoretical relevance of the work of each to education generally and to critical pedagogy.

The discussion in each chapter is informed by materials drawn from various scholarly sources in English and is enriched by materials from other languages, particularly French, German, and Russian. This enhances the comparative European cultural perspective of the book; and connects the work of each philosopher to wider intellectual, political, and social debates.

The book will appeal to academics, postgraduates, and researchers working in philosophy, philosophy of education, and in educational, cultural, and social studies more generally. Advanced undergraduate students would also benefit from the book’s discussion of primary sources and the authors’ suggestions for further reading.

Philosophy, Dialogue, and Education is an advanced introduction to nine key European social philosophers: Martin Buber, Mikhail Bakhtin, Lev Vygotsky, Hannah Arendt, Emmanuel Levinas, Maurice Merleau-Ponty, Simone Weil, Michael Oakeshott, and Jürgen Habermas. This detailed yet highly readable work positions the socio-political views of each philosopher within a European tradition of dialogical philosophy; and reflects on the continuing theoretical relevance of the work of each to education generally and to critical pedagogy.

The discussion in each chapter is informed by materials drawn from various scholarly sources in English and is enriched by materials from other languages, particularly French, German, and Russian. This enhances the comparative European cultural perspective of the book; and connects the work of each philosopher to wider intellectual, political, and social debates.

The book will appeal to academics, postgraduates, and researchers working in philosophy, philosophy of education, and in educational, cultural, and social studies more generally. Advanced undergraduate students would also benefit from the book’s discussion of primary sources and the authors’ suggestions for further reading.

Peace and War: Historical, Philosophical, and Anthropological Perspectives is an accessible, higher-level critical discussion of philosophical commentaries on the nature of peace and war. It introduces and analyses various philosophies of peace and war, and their continuing theoretical and practical relevance for peace studies and conflict resolution. Using a combination of both historical and contemporary philosophical perspectives, the book is at once eclectic in its approach and broad in its inquiry of these enduring phenomena of human existence.