Education and Conversation: Exploring Oakeshott’s LegacyDavid Bakhurst, Paul Fairfield Bloomsbury Publishing, 2016年5月19日 - 256 頁 Since Michael Oakeshott spoke of education as initiation into 'the conversation of mankind' more than fifty years ago, the idea has inspired a diverse array of thinkers and continues to be invoked today by those seeking to resist the influence of managerialism and narrow instrumentalism in educational policy and practice. Education and Conversation draws together papers written by scholars from both the analytic and continental philosophical traditions to offer a variety of perspectives on the implications of Oakeshott's educational ideas. The metaphor of the conversation of mankind is explored, together with the roots of Oakeshott's thinking in his early philosophical work, the relevance of his ideas to the concept of Bildung, and the significance of his political conservatism in evaluating the seemingly progressive potential of his educational ideas. In addition, concepts prominent in Oakeshott's thought are taken up and brought to bear on contemporary philosophical discussions about education, learning and development, including the nature of initiation, the phenomenology of listening, and the value of the liberal arts tradition. Education and Conversation shows how the idea of conversation illuminates both the character and the ends of education, yielding insight into the scope and limits of the philosophy of education and the character of philosophical inquiry more generally. |
內容
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2 Experience in Experience and its Modes Barry Allen | 27 |
3 Oakeshottian Pragmatism Conversation or Inquiry? Cheryl Misak | 47 |
4 Bildung PostKantian German Idealism and the Conversation of Mankind James Scott Johnston | 61 |
5 Conservatism Perfectionism and Equality Christine Sypnowich | 77 |
6 Oakeshott Bonnett Derrida and the Possibilities of Thought Emma Williams | 95 |
7 A Turn in the Conversation Paul Standish | 111 |
8 A Phenomenology of Listening Paul Fairfield | 127 |
9 Conversation and Processes of Recognition Shaun Gallagher | 143 |
10 Old Directions for New Minds Nancy Salay | 159 |
11 Education and Autonomy Sebastian Rödl | 181 |
12 Getting to Hogwarts Michael Oakeshott Ivan Illich and J K Rowling on School Babette Babich | 199 |
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abstraction aesthetic animal argued argument Aristotle Asperger Syndrome Asperger’s Asperger’s Syndrome autism autistic spectrum autonomy Bakhurst beautiful become belief Bildung Bonnett called Cavell character child cognitive coherence conception connections consciousness conversation of mankind critical culture Derrida discourse distinct engaged example Gadamer Hegel hermeneutical Hirst Hogwarts Honneth human ideal ignoratio elenchi Illich images individual initiation inquiry intellectual interaction involves Ivan Illich judgement Kant kind knowledge language language-game learning listening means metaphor Michael Oakeshott mind modalization modes of experience nature neural neurotypicals Nietzsche normative notion Oakeshott 1991f object one’s participate Peirce person philosophy philosophy of education political pragmatism pragmatist primary intersubjectivity Queen’s University question Ramsey reality reason recognition recognize representation response Rorty Rumelhart sense significance social speaking specific teacher things thinking thought tradition truth understanding Vienna Circle Voice of Poetry Wittgenstein