Bloomsbury Inquiries in Philosophy and Education – serie

Visar alla böcker i serien Bloomsbury Inquiries in Philosophy and Education. Handla med fri frakt och snabb leverans.

26 produkter

Kategorier

26 produkter

Postcolonial Education and National Identity
An Arendtian Re-imagination
AvRowena Azada-Palacios,Paul Standish
Inbunden, Engelska, 2024
1 298 kr
Skickas inom 10-15 vardagar
Winner of the Philosophy of Education Society of Australasia 2025 Book AwardRecognizing the strategic role that national identities play in post-colonial struggles for justice, this book conceptualizes a new approach to teaching national identity that, following Hannah Arendt, emphasizes children’s ability to renew culture. The book uses the Philippine colonial experience as a case study, and includes a genealogy of Hannah Arendt’s concept of the ’social’, including an analysis of how she used this idea to explore the role that schools play within the political community. Azada-Palacios problematizes the way that national identity is valued as an educational goal in Philippine schools and the way that Philippine citizenship education continues to aspire towards a homogeneity of culture. Through an examination of colonial-era documents, she traces this characteristic of colonial history, and identifies this aspiration as an unreflective perpetuation of American colonial educational policy that has not been sufficiently criticized.
Postcolonial Education and National Identity
An Arendtian Re-Imagination
AvRowena Azada-Palacios
E-bok
Engelska, 2024
456 kr
Läs direkt efter köp
Recognizing the strategic role that national identities play in post-colonial struggles for justice, this book conceptualizes a new approach to teaching national identity that, following Hannah Arendt, emphasizes children''s ability to renew culture. The book uses the Philippine colonial experience as a case study, and includes a genealogy of Hannah Arendt''s concept of the ''social'', including an analysis of how she used this idea to explore the role that schools play within the political community. Azada-Palacios problematizes the way that national identity is valued as an educational goal in Philippine schools and the way that Philippine citizenship education continues to aspire towards a homogeneity of culture. Through an examination of colonial-era documents, she traces this characteristic of colonial history, and identifies this aspiration as an unreflective perpetuation of American colonial educational policy that has not been sufficiently criticized.
Postcolonial Education and National Identity
An Arendtian Re-Imagination
AvRowena Azada-Palacios
E-bok
PDF, Engelska, 2024
451 kr
Läs direkt efter köp
Recognizing the strategic role that national identities play in post-colonial struggles for justice, this book conceptualizes a new approach to teaching national identity that, following Hannah Arendt, emphasizes children''s ability to renew culture. The book uses the Philippine colonial experience as a case study, and includes a genealogy of Hannah Arendt''s concept of the ''social'', including an analysis of how she used this idea to explore the role that schools play within the political community. Azada-Palacios problematizes the way that national identity is valued as an educational goal in Philippine schools and the way that Philippine citizenship education continues to aspire towards a homogeneity of culture. Through an examination of colonial-era documents, she traces this characteristic of colonial history, and identifies this aspiration as an unreflective perpetuation of American colonial educational policy that has not been sufficiently criticized.
Postcolonial Education and National Identity
An Arendtian Re-imagination
AvRowena Azada-Palacios,Paul Standish
Häftad, Engelska, 2026
399 kr
Skickas inom 10-15 vardagar
Winner of the Philosophy of Education Society of Australasia 2025 Book AwardRecognizing the strategic role that national identities play in post-colonial struggles for justice, this book conceptualizes a new approach to teaching national identity that, following Hannah Arendt, emphasizes children’s ability to renew culture. The book uses the Philippine colonial experience as a case study, and includes a genealogy of Hannah Arendt’s concept of the ’social’, including an analysis of how she used this idea to explore the role that schools play within the political community. Azada-Palacios problematizes the way that national identity is valued as an educational goal in Philippine schools and the way that Philippine citizenship education continues to aspire towards a homogeneity of culture. Through an examination of colonial-era documents, she traces this characteristic of colonial history, and identifies this aspiration as an unreflective perpetuation of American colonial educational policy that has not been sufficiently criticized.
What's the Good of Education?
A Philosophy of Persons in Practices
AvJoseph Dunne,Paul Standish
Inbunden, Engelska, 2025
1 225 kr
Skickas inom 10-15 vardagar
An Irish Times Best Book for Summer 2025In this book Joseph Dunne exposes the damage done by obsession with measurable outcomes in schools and universities. He argues for an education that respects the interpersonal fabric of learning and teaching, and that takes account of difficulties in late modern societies regarding childhood, citizenship, the relative prestige accorded to different kinds of knowledge, and the forging by individuals of a coherent identity across a whole life-course. To ask about good education, he claims, is necessarily to pose the larger question of the human good. Central to the book is a concern to elucidate the kind of practices that can best help persons to pursue this good, a concern that deepens through reflection in the final chapters on the challenges and fulfilments opened by the spiritual dimension of human life. Making his case in a series of inter-related essays, Dunne draws on his decades-long experience in teacher-education, informed by a reading of classical Greek philosophy and of several recent thinkers – including Raimond Gaita, Alasdair MacIntyre, Iris Murdoch and Charles Taylor – who are key conversation partners throughout.
What's the Good of Education?
A Philosophy of Persons in Practices
AvJoseph Dunne
E-bok
PDF, Engelska, 2025
1 324 kr
Läs direkt efter köp
An Irish Times Best Book for Summer 2025In this book Joseph Dunne exposes the damage done by obsession with measurable outcomes in schools and universities. He argues for an education that respects the interpersonal fabric of learning and teaching, and that takes account of difficulties in late modern societies regarding childhood, citizenship, the relative prestige accorded to different kinds of knowledge, and the forging by individuals of a coherent identity across a whole life-course. To ask about good education, he claims, is necessarily to pose the larger question of the human good. Central to the book is a concern to elucidate the kind of practices that can best help persons to pursue this good, a concern that deepens through reflection in the final chapters on the challenges and fulfilments opened by the spiritual dimension of human life. Making his case in a series of inter-related essays, Dunne draws on his decades-long experience in teacher-education, informed by a reading of classical Greek philosophy and of several recent thinkers – including Raimond Gaita, Alasdair MacIntyre, Iris Murdoch and Charles Taylor – who are key conversation partners throughout.
What's the Good of Education?
A Philosophy of Persons in Practices
AvJoseph Dunne
E-bok
Engelska, 2025
1 320 kr
Läs direkt efter köp
An Irish Times Best Book for Summer 2025In this book Joseph Dunne exposes the damage done by obsession with measurable outcomes in schools and universities. He argues for an education that respects the interpersonal fabric of learning and teaching, and that takes account of difficulties in late modern societies regarding childhood, citizenship, the relative prestige accorded to different kinds of knowledge, and the forging by individuals of a coherent identity across a whole life-course. To ask about good education, he claims, is necessarily to pose the larger question of the human good. Central to the book is a concern to elucidate the kind of practices that can best help persons to pursue this good, a concern that deepens through reflection in the final chapters on the challenges and fulfilments opened by the spiritual dimension of human life. Making his case in a series of inter-related essays, Dunne draws on his decades-long experience in teacher-education, informed by a reading of classical Greek philosophy and of several recent thinkers – including Raimond Gaita, Alasdair MacIntyre, Iris Murdoch and Charles Taylor – who are key conversation partners throughout.
Nyhet
What's the Good of Education?
A Philosophy of Persons in Practices
AvJoseph Dunne,Paul Standish
Häftad, Engelska, 2026
399 kr
Skickas inom 10-15 vardagar
An Irish Times Best Book for Summer 2025In this book Joseph Dunne exposes the damage done by obsession with measurable outcomes in schools and universities. He argues for an education that respects the interpersonal fabric of learning and teaching, and that takes account of difficulties in late modern societies regarding childhood, citizenship, the relative prestige accorded to different kinds of knowledge, and the forging by individuals of a coherent identity across a whole life-course. To ask about good education, he claims, is necessarily to pose the larger question of the human good. Central to the book is a concern to elucidate the kind of practices that can best help persons to pursue this good, a concern that deepens through reflection in the final chapters on the challenges and fulfilments opened by the spiritual dimension of human life. Making his case in a series of inter-related essays, Dunne draws on his decades-long experience in teacher-education, informed by a reading of classical Greek philosophy and of several recent thinkers – including Raimond Gaita, Alasdair MacIntyre, Iris Murdoch and Charles Taylor – who are key conversation partners throughout.
Teaching Historical Narratives
A Philosophical Inquiry into the Virtues of Historical Interpretation
AvJon A. Levisohn,Paul Standish
Inbunden, Engelska, 2024
1 225 kr
Skickas inom 10-15 vardagar
With this book Jon Levisohn argues that current history education is set up in a way that sees students of history at one end of a continuum with the academic experts in the field of history at the other, and where the goal of history education is to help students to think like historians. Building on a critical engagement with Carl Hempel, Hayden White, and David Carr, as well as contemporary work in virtue epistemology, Levisohn proposes a new theory of historiography which serves as a set of guidelines for the teaching and learning of history. According to the theory, the work of historiography is best characterized as a negotiation among narratives, weaving together received narratives with new information and ideas in order to construct a new narrative. This negotiation happens with a particular orientation towards negative evidence or ‘flexible disconfirmationism’, and is assessed according to the openness, sensitivity, responsibility, creativity, boldness and humility, i.e. the virtues of historical interpretation. The book rethinks the work of history education, offering new ways of thinking about the goals of the teaching of history, namely, in terms of the cultivation of the interpretive virtues.
Teaching Historical Narratives
A Philosophical Inquiry into the Virtues of Historical Interpretation
AvJon A. Levisohn
E-bok
PDF, Engelska, 2024
426 kr
Läs direkt efter köp
With this book Jon Levisohn argues that current history education is set up in a way that sees students of history at one end of a continuum with the academic experts in the field of history at the other, and where the goal of history education is to help students to think like historians. Building on a critical engagement with Carl Hempel, Hayden White, and David Carr, as well as contemporary work in virtue epistemology, Levisohn proposes a new theory of historiography which serves as a set of guidelines for the teaching and learning of history. According to the theory, the work of historiography is best characterized as a negotiation among narratives, weaving together received narratives with new information and ideas in order to construct a new narrative. This negotiation happens with a particular orientation towards negative evidence or ''flexible disconfirmationism'', and is assessed according to the openness, sensitivity, responsibility, creativity, boldness and humility, i.e. the virtues of historical interpretation. The book rethinks the work of history education, offering new ways of thinking about the goals of the teaching of history, namely, in terms of the cultivation of the interpretive virtues.
Teaching Historical Narratives
A Philosophical Inquiry into the Virtues of Historical Interpretation
AvJon A. Levisohn
E-bok
Engelska, 2024
426 kr
Läs direkt efter köp
With this book Jon Levisohn argues that current history education is set up in a way that sees students of history at one end of a continuum with the academic experts in the field of history at the other, and where the goal of history education is to help students to think like historians. Building on a critical engagement with Carl Hempel, Hayden White, and David Carr, as well as contemporary work in virtue epistemology, Levisohn proposes a new theory of historiography which serves as a set of guidelines for the teaching and learning of history. According to the theory, the work of historiography is best characterized as a negotiation among narratives, weaving together received narratives with new information and ideas in order to construct a new narrative. This negotiation happens with a particular orientation towards negative evidence or ''flexible disconfirmationism'', and is assessed according to the openness, sensitivity, responsibility, creativity, boldness and humility, i.e. the virtues of historical interpretation. The book rethinks the work of history education, offering new ways of thinking about the goals of the teaching of history, namely, in terms of the cultivation of the interpretive virtues.
Nyhet
Teaching Historical Narratives
A Philosophical Inquiry into the Virtues of Historical Interpretation
AvJon A. Levisohn,Paul Standish
Häftad, Engelska, 2026
399 kr
Skickas inom 10-15 vardagar
With this book Jon Levisohn argues that current history education is set up in a way that sees students of history at one end of a continuum with the academic experts in the field of history at the other, and where the goal of history education is to help students to think like historians. Building on a critical engagement with Carl Hempel, Hayden White, and David Carr, as well as contemporary work in virtue epistemology, Levisohn proposes a new theory of historiography which serves as a set of guidelines for the teaching and learning of history. According to the theory, the work of historiography is best characterized as a negotiation among narratives, weaving together received narratives with new information and ideas in order to construct a new narrative. This negotiation happens with a particular orientation towards negative evidence or ‘flexible disconfirmationism’, and is assessed according to the openness, sensitivity, responsibility, creativity, boldness and humility, i.e. the virtues of historical interpretation. The book rethinks the work of history education, offering new ways of thinking about the goals of the teaching of history, namely, in terms of the cultivation of the interpretive virtues.
Stanley Cavell and Education
Voice, Seriousness and Drama
AvAdrian Skilbeck,Paul Standish
Inbunden, Engelska, 2025
1 225 kr
Skickas inom 10-15 vardagar
This book explores the themes of seriousness and human voice in education, drawing on the work of the American philosopher Stanley Cavell. Cavell’s views on culture, the arts, politics, morality, judgement, vulnerability, and the need for people to find something they can be sincere and serious in, are discussed in relation to education. The book represents a reappraisal of seriousness in education, art and philosophy, getting to the heart of what matters in education beyond ideology. Drawing on examples from film, theatre, literature and educational practice, it provides a philosophical analysis of conventional assumptions of educational seriousness. It offers an analysis of the central importance of voice and expression in education for both learners and teachers in terms of what it means to speak authentically; both literally, in conversation, and through forms of artistic expression. Carefully chosen examples offer insights into the value of drama in education for understanding the way in which we each inhabit a voice and body and give it expression. Cavell’s work is brought into conversation with a number of philosophers, with Austin, Dewey, Derrida and Wittgenstein all contributing to a reappraisal of what it means to be serious and how slippery and elusive this can be.
Stanley Cavell and Education
Voice, Seriousness and Drama
AvAdrian Skilbeck
E-bok
PDF, Engelska, 2025
1 320 kr
Läs direkt efter köp
This book explores the themes of seriousness and human voice in education, drawing on the work of the American philosopher Stanley Cavell. Cavell''s views on culture, the arts, politics, morality, judgement, vulnerability, and the need for people to find something they can be sincere and serious in, are discussed in relation to education. The book represents a reappraisal of seriousness in education, art and philosophy, getting to the heart of what matters in education beyond ideology. Drawing on examples from film, theatre, literature and educational practice, it provides a philosophical analysis of conventional assumptions of educational seriousness. It offers an analysis of the central importance of voice and expression in education for both learners and teachers in terms of what it means to speak authentically; both literally, in conversation, and through forms of artistic expression. Carefully chosen examples offer insights into the value of drama in education for understanding the way in which we each inhabit a voice and body and give it expression. Cavell''s work is brought into conversation with a number of philosophers, with Austin, Dewey, Derrida and Wittgenstein all contributing to a reappraisal of what it means to be serious and how slippery and elusive this can be.
Stanley Cavell and Education
Voice, Seriousness and Drama
AvAdrian Skilbeck
E-bok
Engelska, 2025
1 320 kr
Läs direkt efter köp
This book explores the themes of seriousness and human voice in education, drawing on the work of the American philosopher Stanley Cavell. Cavell''s views on culture, the arts, politics, morality, judgement, vulnerability, and the need for people to find something they can be sincere and serious in, are discussed in relation to education. The book represents a reappraisal of seriousness in education, art and philosophy, getting to the heart of what matters in education beyond ideology. Drawing on examples from film, theatre, literature and educational practice, it provides a philosophical analysis of conventional assumptions of educational seriousness. It offers an analysis of the central importance of voice and expression in education for both learners and teachers in terms of what it means to speak authentically; both literally, in conversation, and through forms of artistic expression. Carefully chosen examples offer insights into the value of drama in education for understanding the way in which we each inhabit a voice and body and give it expression. Cavell''s work is brought into conversation with a number of philosophers, with Austin, Dewey, Derrida and Wittgenstein all contributing to a reappraisal of what it means to be serious and how slippery and elusive this can be.
Nyhet
Stanley Cavell and Education
Voice, Seriousness and Drama
AvAdrian Skilbeck,Paul Standish
Häftad, Engelska, 2026
399 kr
Skickas inom 10-15 vardagar
This book explores the themes of seriousness and human voice in education, drawing on the work of the American philosopher Stanley Cavell. Cavell’s views on culture, the arts, politics, morality, judgement, vulnerability, and the need for people to find something they can be sincere and serious in, are discussed in relation to education. The book represents a reappraisal of seriousness in education, art and philosophy, getting to the heart of what matters in education beyond ideology. Drawing on examples from film, theatre, literature and educational practice, it provides a philosophical analysis of conventional assumptions of educational seriousness. It offers an analysis of the central importance of voice and expression in education for both learners and teachers in terms of what it means to speak authentically; both literally, in conversation, and through forms of artistic expression. Carefully chosen examples offer insights into the value of drama in education for understanding the way in which we each inhabit a voice and body and give it expression. Cavell’s work is brought into conversation with a number of philosophers, with Austin, Dewey, Derrida and Wittgenstein all contributing to a reappraisal of what it means to be serious and how slippery and elusive this can be.
Civil Society’s Education
Reflections on the Informal Roots of Learning
AvChristopher Winch,Paul Standish
Inbunden, Engelska, 2025
1 171 kr
Skickas inom 10-15 vardagar
This book examines the relationship between the educational activities of civil society and those of the state via three case studies in vocational education, political education, and educational markets. Winch argues that the narrower educational activities of the state cannot be understood independently of those that take place in civil society which consists of institutions such as families, churches, businesses, trade unions, charities and political associations. Drawing on arguments and ideas in the work of Hume, Wittgenstein, Rhees, Vico, Hegel and Gramsci and building on the work of authors such as Bakhurst, Roedl and Hamlyn, the book breaks new ground in offering a philosophical account of civil society and the place of education within it. It is relevant to a range of societies, including those without a state or where the state has little influence, located in geographically and temporally diverse contexts.
Civil Society’s Education
Reflections on the Informal Roots of Learning
AvChristopher Winch
E-bok
PDF, Engelska, 2025
426 kr
Läs direkt efter köp
This book examines the relationship between the educational activities of civil society and those of the state via three case studies in vocational education, political education, and educational markets. Winch argues that the narrower educational activities of the state cannot be understood independently of those that take place in civil society which consists of institutions such as families, churches, businesses, trade unions, charities and political associations. Drawing on arguments and ideas in the work of Hume, Wittgenstein, Rhees, Vico, Hegel and Gramsci and building on the work of authors such as Bakhurst, Roedl and Hamlyn, the book breaks new ground in offering a philosophical account of civil society and the place of education within it. It is relevant to a range of societies, including those without a state or where the state has little influence, located in geographically and temporally diverse contexts.
Civil Society’s Education
Reflections on the Informal Roots of Learning
AvChristopher Winch
E-bok
Engelska, 2025
426 kr
Läs direkt efter köp
This book examines the relationship between the educational activities of civil society and those of the state via three case studies in vocational education, political education, and educational markets. Winch argues that the narrower educational activities of the state cannot be understood independently of those that take place in civil society which consists of institutions such as families, churches, businesses, trade unions, charities and political associations. Drawing on arguments and ideas in the work of Hume, Wittgenstein, Rhees, Vico, Hegel and Gramsci and building on the work of authors such as Bakhurst, Roedl and Hamlyn, the book breaks new ground in offering a philosophical account of civil society and the place of education within it. It is relevant to a range of societies, including those without a state or where the state has little influence, located in geographically and temporally diverse contexts.
Nyhet
Civil Society’s Education
Reflections on the Informal Roots of Learning
AvChristopher Winch,Paul Standish
Häftad, Engelska, 2026
399 kr
Skickas inom 10-15 vardagar
This book examines the relationship between the educational activities of civil society and those of the state via three case studies in vocational education, political education, and educational markets. Winch argues that the narrower educational activities of the state cannot be understood independently of those that take place in civil society which consists of institutions such as families, churches, businesses, trade unions, charities and political associations. Drawing on arguments and ideas in the work of Hume, Wittgenstein, Rhees, Vico, Hegel and Gramsci and building on the work of authors such as Bakhurst, Roedl and Hamlyn, the book breaks new ground in offering a philosophical account of civil society and the place of education within it. It is relevant to a range of societies, including those without a state or where the state has little influence, located in geographically and temporally diverse contexts.
Failure of Competence-Based Education and the Demand for Bildung
AvLuca Moretti,Alessia Marabinim. fl.
Inbunden, Engelska, 2025
1 225 kr
Skickas inom 10-15 vardagar
This book contrasts two prominent models of education, Competence-Based Education (CBE) which is the dominant model in most school systems of the world, and Bildung-Oriented Education (BOE), once the basis of school systems of Northern Europe. CBE interprets learning as the acquisition of clearly definable and allegedly measurable competences, and it is supported by supranational organisations, such as the OECD. BOE characterises learning holistically, aimed at the progressive articulation of a meaningful ‘big picture’ in the student’s mind. Moretti and Marabini argue that, in spite of its celebrated ‘scientificity’, CBE is incoherent and unreliable, and contributes to structural forms of oppression and injustice, fosters social pathologies, and fails to provide students with the kind of intellectual autonomy they need in our complex post-industrial societies. They defend BOE from objections made by critical theorists, poststructuralists and postcolonial thinkers, and argue that it is a coherent and flexible model of education that endows students with autonomy and responsibility, and can help heal social pathologies. The book builds analytical bridges and explores connections between philosophy of education and important issues currently debated in critical theory, political philosophy and social epistemology.
Failure of Competence-Based Education and the Demand for Bildung
AvLuca Moretti,Alessia Marabini
E-bok
PDF, Engelska, 2025
1 177 kr
Läs direkt efter köp
This book contrasts two prominent models of education, Competence-Based Education (CBE) which is the dominant model in most school systems of the world, and Bildung-Oriented Education (BOE), once the basis of school systems of Northern Europe. CBE interprets learning as the acquisition of clearly definable and allegedly measurable competences, and it is supported by supranational organisations, such as the OECD. BOE characterises learning holistically, aimed at the progressive articulation of a meaningful 'big picture' in the student's mind. Moretti and Marabini argue that, in spite of its celebrated 'scientificity', CBE is incoherent and unreliable, and contributes to structural forms of oppression and injustice, fosters social pathologies, and fails to provide students with the kind of intellectual autonomy they need in our complex post-industrial societies. They defend BOE from objections made by critical theorists, poststructuralists and postcolonial thinkers, and argue that it is a coherent and flexible model of education that endows students with autonomy and responsibility, and can help heal social pathologies. The book builds analytical bridges and explores connections between philosophy of education and important issues currently debated in critical theory, political philosophy and social epistemology.
Failure of Competence-Based Education and the Demand for Bildung
AvLuca Moretti,Alessia Marabini
E-bok
Engelska, 2025
1 320 kr
Läs direkt efter köp
This book contrasts two prominent models of education, Competence-Based Education (CBE) which is the dominant model in most school systems of the world, and Bildung-Oriented Education (BOE), once the basis of school systems of Northern Europe. CBE interprets learning as the acquisition of clearly definable and allegedly measurable competences, and it is supported by supranational organisations, such as the OECD. BOE characterises learning holistically, aimed at the progressive articulation of a meaningful ''big picture'' in the student''s mind. Moretti and Marabini argue that, in spite of its celebrated ''scientificity'', CBE is incoherent and unreliable, and contributes to structural forms of oppression and injustice, fosters social pathologies, and fails to provide students with the kind of intellectual autonomy they need in our complex post-industrial societies. They defend BOE from objections made by critical theorists, poststructuralists and postcolonial thinkers, and argue that it is a coherent and flexible model of education that endows students with autonomy and responsibility, and can help heal social pathologies. The book builds analytical bridges and explores connections between philosophy of education and important issues currently debated in critical theory, political philosophy and social epistemology.
Navigating the Moral Landscape of Youth Development and Community Education
A Philosophical Analysis of Nonformal Youth Education
AvIlya Zrudlo,Paul Standish
Inbunden, Engelska, 2026
1 225 kr
Skickas inom 10-15 vardagar
This book analyses the language used and approaches employed by community education organizations, focusing on the values that educators and practitioners promote among the young people in their care.Young people participating in nonformal community education programs are encouraged by staff to identify with certain ideas or values: “Acquire life skills, become an entrepreneur!” “Fight for your rights!”, “Discover your true self!”, “Get out of the house and re-establish your connection with nature!”. Whether implicitly or explicitly, these messages are imbued with values.Based on a study of 12 community organizations in North America, this book identifies four “ethical frames”: the ethical frame of the entrepreneur, of the activist, the artist, and the naturalist. Ilya Zrudlo argues that while each of these frames brings strengths to community education, they also carry certain ethical and educational ambiguities that render them ultimately inadequate, whether alone or in combination. Drawing on the work of philosophers including Hannah Arendt, Simone Weil, Iris Murdoch, Mary Midgeley and Charles Taylor, Zrudlo offers guidance for community organizations, policy makers, and researchers when navigating the moral landscape of nonformal youth education.
Navigating the Moral Landscape of Youth Development and Community Education
AvIlya Zrudlo
E-bok
PDF, Engelska, 2025
1 165 kr
Läs direkt efter köp
This book analyses the language used and approaches employed by community education organizations, focusing on the values that educators and practitioners promote among the young people in their care.Young people participating in nonformal community education programs are encouraged by staff to identify with certain ideas or values: Acquire life skills, become an entrepreneur! Fight for your rights! , Discover your true self! , Get out of the house and re-establish your connection with nature! . Whether implicitly or explicitly, these messages are imbued with values.Based on a study of 12 community organizations in North America, this book identifies four ethical frames : the ethical frame of the entrepreneur, of the activist, the artist, and the naturalist. Ilya Zrudlo argues that while each of these frames brings strengths to community education, they also carry certain ethical and educational ambiguities that render them ultimately inadequate, whether alone or in combination. Drawing on the work of philosophers including Hannah Arendt, Simone Weil, Iris Murdoch, Mary Midgeley and Charles Taylor, Zrudlo offers guidance for community organizations, policy makers, and researchers when navigating the moral landscape of nonformal youth education.
Navigating the Moral Landscape of Youth Development and Community Education
AvIlya Zrudlo
E-bok
Engelska, 2025
1 165 kr
Läs direkt efter köp
This book analyses the language used and approaches employed by community education organizations, focusing on the values that educators and practitioners promote among the young people in their care.Young people participating in nonformal community education programs are encouraged by staff to identify with certain ideas or values: Acquire life skills, become an entrepreneur! Fight for your rights! , Discover your true self! , Get out of the house and re-establish your connection with nature! . Whether implicitly or explicitly, these messages are imbued with values.Based on a study of 12 community organizations in North America, this book identifies four ethical frames : the ethical frame of the entrepreneur, of the activist, the artist, and the naturalist. Ilya Zrudlo argues that while each of these frames brings strengths to community education, they also carry certain ethical and educational ambiguities that render them ultimately inadequate, whether alone or in combination. Drawing on the work of philosophers including Hannah Arendt, Simone Weil, Iris Murdoch, Mary Midgeley and Charles Taylor, Zrudlo offers guidance for community organizations, policy makers, and researchers when navigating the moral landscape of nonformal youth education.

Företag, bibliotek eller offentlig verksamhet?

Bloomsbury Inquiries in Philosophy and Education – serie

Postcolonial Education and National Identity

Postcolonial Education and National Identity

Postcolonial Education and National Identity

Postcolonial Education and National Identity

What's the Good of Education?

What's the Good of Education?

What's the Good of Education?

What's the Good of Education?

Teaching Historical Narratives

Teaching Historical Narratives

Teaching Historical Narratives

Teaching Historical Narratives

Stanley Cavell and Education

Stanley Cavell and Education

Stanley Cavell and Education

Stanley Cavell and Education

Civil Society’s Education

Civil Society’s Education

Civil Society’s Education

Civil Society’s Education

Failure of Competence-Based Education and the Demand for Bildung

Failure of Competence-Based Education and the Demand for Bildung

Failure of Competence-Based Education and the Demand for Bildung

Navigating the Moral Landscape of Youth Development and Community Education

Navigating the Moral Landscape of Youth Development and Community Education

Navigating the Moral Landscape of Youth Development and Community Education

Mina sidor

Mina sidor

Hjälp

Hjälp

Om Bokus

Om Bokus

Populärt

Populärt

Inspiration

Inspiration