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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.
Martin Heidegger is, perhaps, the most controversial philosopher of the twentieth-century. Little has been written on him or about his work and its significance for educational thought. This unique collection by a group of international scholars reexamines Heidegger's work and its legacy for educational thought. Thematically, the collection focuses on Heidegger's critique of modernity and contributors investigate the central significance for education of Heidegger's ontology and his investigation of the question of the meaning of Being by examining his 'art of teaching' (a translation of his submission to the denazification hearing), his view of science and reason, his philosophy of technology, his poetics, and the implications of his thought for learning. These essays point to the crucial importance of Heidegger's work for understanding modern, highly-technologized forms of education and for the possibilities of redemption from its worst excesses.
Have you ever wondered why Nordic countries are so prosperous, peaceful, good for business, and happy? They have a secret and it was invented in Denmark: folk-bildung. Bildung is a German concept that combines moral and emotional development with education. Still, it was a Danish pastor and a teacher who democratized it and invented folk high schools and laid the foundation for some of the most prosperous countries in the world. Bildung; Keep Growing tells the story of this Danish invention and suggests a path towards global folk-bildung and a wiser, more meaningful, happier future.
Redefines the role assigned education in the history of monasticism, by re-situating monasticism in the history of education.
What should the relationship between school and society be? Obstinate Education: Reconnecting School and Society argues that education is not just there to give individuals, groups and societies what they want from it, but that education has a duty to resist. Education needs to be obstinate, not for the sake of being difficult, but in order to make sure that it can contribute to emancipation and democratisation. This requires that education always brings in the question whether what is desired from it is going to help with living life well, individually and collectively, on a planet that has a limited capacity for giving everything that is desired from it. This book argues that education should not just be responsive but should keep its own responsibility; should not just focus on empowerment but also on emancipation; and, through this, should help students to become ‘world-wise.’ It argues that critical thinking and classroom philosophy should retain a political orientation and not be reduced to useful thinking skills, and shows the importance of hesitation in educational relationships. This text makes a strong case for the connection between education and democracy, both in the context of schools, colleges and universities and in the work of public pedagogy.
Newell compares the fundamental assumptions of five major worldviews of education and their implications for classroom practice, incorporating history and case studies and posing questions about the limits and benefits of employing each today.
Continental philosophy of education and North American educational thinking are two traditions of their own, yet it is fruitful to compare for similarities and differences between the two and thus generate interest in a mutual dialogue and exchange between European and North American of philosophy of education. The present book analyzes theoretical thinking on education from the standpoints of both traditions. The book deals with continental educational thinking while discussing the notion of Bildung and its diversity, from J.A.Comenius to Th. Adorno. In addition, the book discusses the idea of growth inherited from American progressive education and classical Pragmatism. The various contributors to the book offer insights to the theoretical discussion on education, and specify the historical and thematic connections between different thinking models. The book shows that connections between continental educational theories and classical Pragmatism are stronger than generally assumed. As such, the book invites the readers to challenge their own prejudices and views on Bildung and growth, and the relationship between them. “Education would be tyranny if it did not lead to freedom.” (J.F. Herbart) “The teacher who can get along by keeping spontaneous interest excited must be regarded as the teacher with the greatest skill.” (W. James)
Scotland's Curriculum for Excellence offers an example of a different approach to national curriculum development. It combines what are claimed to be the best features of top-down and bottom-up approaches to curriculum development, and provides an indication of the broad qualities that school education should promote rather than a detailed description of curriculum content. Advocates of the approach argue that it provides central guidance for schools and maintains national standards whilst at the same time allowing schools and teachers the flexibility to take account of local needs when designing programmes of education. Reinventing the Curriculum uses Scotland's Curriculum for Excellence as a rich case study, analysing the strengths and weaknesses of this approach to curriculum design and development, and exploring the implications for curriculum planning and development around the world.