Marie-Élise Zovko – författare

Bildung and Paideia examines traditional humanistic ideals in light of philosophical reflection on the need for education of the whole human being.

The study of what it is to be human is traditionally the task of the humanities. In recent years, however, the humanities have been increasingly subordinated to technological, economic, and utilitarian aims. Do the humanities still have a fundamentally distinct task to fulfil in education? Today’s reduction of educational outcomes to measurable competencies and economically exploitable skills is opposed to traditional ideals like that of Greek paideia and the German Romantic concept of Bildung, which emphasized formation of the whole human being. The present volume takes as its point of departure the conviction that the study of ‘the human experience''—whether through philosophy, literature, religion, art, music, history, or languages—has something specific to offer in the realm of education today. The individual contributions examine the specific role of philosophy and the humanities in education from ancient times to the present and explore possibilities for conceiving philosophical models of education.

The chapters in this book were originally published as a special issue of the journal Educational Philosophy and Theory.

Bildung and Paideia examines traditional humanistic ideals in light of philosophical reflection on the need for education of the whole human being.

The study of what it is to be human is traditionally the task of the humanities. In recent years, however, the humanities have been increasingly subordinated to technological, economic, and utilitarian aims. Do the humanities still have a fundamentally distinct task to fulfil in education? Today’s reduction of educational outcomes to measurable competencies and economically exploitable skills is opposed to traditional ideals like that of Greek paideia and the German Romantic concept of Bildung, which emphasized formation of the whole human being. The present volume takes as its point of departure the conviction that the study of ‘the human experience''—whether through philosophy, literature, religion, art, music, history, or languages—has something specific to offer in the realm of education today. The individual contributions examine the specific role of philosophy and the humanities in education from ancient times to the present and explore possibilities for conceiving philosophical models of education.

The chapters in this book were originally published as a special issue of the journal Educational Philosophy and Theory.

This book offers a philosophical approach to tourism as a permanent factor in the lifestyle, economy, and culture of the contemporary global community. Travel to well-known destinations and pursuit of an ever-increasing range of leisure activities are an aspiration of most humans today. Those not themselves engaged in tourist activities are quite often involved in providing the goods and services which make tourism possible. Yet the ill effects of mass tourism and overtourism on sensitive ecosystems, resources, and community life have begun to outweigh economic gains, threatening to destroy destinations, cultural heritage, and livelihoods. The editors and contributors of this collection reflect on the nature and meaning of tourism, its history, elements, and forms, the roles of tourist and host, the limits of hospitality, tendencies to excess and the reasons why we engage in such forms of behaviour, and the place of tourism in human culture as a whole. By shedding light on these questions, more efficacious solutions to the urgent problems raised by the practice of tourism can be found. This work is a must-read for scholars, teachers, and students engaged in study and research on philosophy of culture, philosophical anthropology, tourist and destination management, human factors engineering, and sustainability.