- Continuum Studies in Research in Education: Philosophy in Schools (2009, UK-Paperback) read book FB2, TXT, DJV
9781441102652 1441102655 Designs on the Contemporary pursues the challenge of how to design and put into practice strategies for inquiring into the intersections of philosophy and anthropology. Drawing on the conceptual repertoires of Max Weber, Michel Foucault, and John Dewey, among others, Paul Rabinow and Anthony Stavrianakis reflect on and experiment with how to give form to anthropological inquiry and its aftermath, with special attention to the ethical formation and ramifications of this mode of engagement. The authors continue their prior explorations of the contemporary in past works: How to conceptualize, test, and give form to breakdowns of truth and conduct, as well as how to open up possibilities for the remediation of such breakdowns. They offer a surprising and contrasting pair of case studies of two figures who engaged with contemporary breakdowns: Salman Rushdie and Gerhard Richter. Approaching Richter's artistic struggles with form and technique in the long wake of modernism and Rushdie's struggles to find a narrative form--as well as a form for living--to respond to the Iranian fatwa issued against him, they show how both men formulated different new approaches to anthropology for the twenty-first century., Justice and peace are key concepts in the discourse of many academic disciplines. Conceptually, they are obviously linked, but perennial disputes surround the question of their interdependence and whether priority must be accorded to justice or peace. This volume brings together a diverse group of internationally renowned scholars from the fields of political theory, philosophy, international relations, history, cultural anthropology, and law to address these overarching questions and offer suggestions on how the friction between justice and peace might be resolved. The contributors draw on long-standing philosophical debates in order to address historical as well as contemporary conflicts ranging from the establishment and enforcement of legal and political norms in the disputes of early modern Europe to present-day tensions inherent in the constitutionalization of international law., Philosophy in Schoolsis a collection of original philosophical essays that together make a robust case for the teaching of philosophy in schools. Leading philosophers of education explode the myth that philosophy is somehow too difficult or abstract for children and set out a series of compelling arguments for its inclusion in the school curriculum. Key themes addressed include:- the role of philosophy in teaching controversial issues- the epistemological basis of critical thinking- the practice of conceptual analysis- philosophical thinking in moral and religious education- the idea of philosophical intelligence- philosophical themes in children's literature- philosophy and the adolescent's search for meaning- the connection between philosophy and wisdom, a collection of original philosophical essays that together make a robust case for the teaching of philosophy in schools.
9781441102652 1441102655 Designs on the Contemporary pursues the challenge of how to design and put into practice strategies for inquiring into the intersections of philosophy and anthropology. Drawing on the conceptual repertoires of Max Weber, Michel Foucault, and John Dewey, among others, Paul Rabinow and Anthony Stavrianakis reflect on and experiment with how to give form to anthropological inquiry and its aftermath, with special attention to the ethical formation and ramifications of this mode of engagement. The authors continue their prior explorations of the contemporary in past works: How to conceptualize, test, and give form to breakdowns of truth and conduct, as well as how to open up possibilities for the remediation of such breakdowns. They offer a surprising and contrasting pair of case studies of two figures who engaged with contemporary breakdowns: Salman Rushdie and Gerhard Richter. Approaching Richter's artistic struggles with form and technique in the long wake of modernism and Rushdie's struggles to find a narrative form--as well as a form for living--to respond to the Iranian fatwa issued against him, they show how both men formulated different new approaches to anthropology for the twenty-first century., Justice and peace are key concepts in the discourse of many academic disciplines. Conceptually, they are obviously linked, but perennial disputes surround the question of their interdependence and whether priority must be accorded to justice or peace. This volume brings together a diverse group of internationally renowned scholars from the fields of political theory, philosophy, international relations, history, cultural anthropology, and law to address these overarching questions and offer suggestions on how the friction between justice and peace might be resolved. The contributors draw on long-standing philosophical debates in order to address historical as well as contemporary conflicts ranging from the establishment and enforcement of legal and political norms in the disputes of early modern Europe to present-day tensions inherent in the constitutionalization of international law., Philosophy in Schoolsis a collection of original philosophical essays that together make a robust case for the teaching of philosophy in schools. Leading philosophers of education explode the myth that philosophy is somehow too difficult or abstract for children and set out a series of compelling arguments for its inclusion in the school curriculum. Key themes addressed include:- the role of philosophy in teaching controversial issues- the epistemological basis of critical thinking- the practice of conceptual analysis- philosophical thinking in moral and religious education- the idea of philosophical intelligence- philosophical themes in children's literature- philosophy and the adolescent's search for meaning- the connection between philosophy and wisdom, a collection of original philosophical essays that together make a robust case for the teaching of philosophy in schools.