Moral Responsibility Authenticity and Education

Author: Ishtiyaque Haji
Publisher: Routledge
ISBN: 1135924724
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The primary purpose of this book is to explain the distinction, on the one hand, between indoctrination and education, and, on the other, between responsibility-subverting manipulation and mere causation. Both are elucidated by an appeal to common ground, an account of when our motivations and other springs of action are "truly our own" or "authentic." The book progresses from analyses of the sort of agency that responsibility requires and the authenticity of our motivations, together with a discussion of the relevance of these analyses to manipulation and related problems in the philosophy of education, to a defense of the thesis that responsibility from love's standpoint is of vital significance, and the implications of this thesis for what the authors deem to be legitimate goals of education and other issues in free will. Philosophers and advanced students working in free will, moral psychology, and the philosophy of education will find this text to be extremely useful.

The Oxford Handbook of Philosophy of Education

Author: Harvey Siegel
Publisher: Oxford University Press
ISBN: 0195312880
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A general introduction to key issues in the philosophy of education. The chapters are accessible to readers with no prior exposure to philosophy of education, and provide both surveys of the general domain they address, and advance the discussion in those domains.

International Handbook of Philosophy of Education

Author: Paul Smeyers
Publisher: Springer
ISBN: 3319727613
Format: PDF, ePub
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This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg

Autonomie und Erziehung

Author: Karin Nordström
Publisher: Verlag Herder GmbH
ISBN: 3495860363
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Was ist legitime Erziehung? Was heißt es, wenn zu Selbstbestimmung erzogen werden soll, und wie ist Autonomie als Zielvorstellung zu bestimmen und zu begründen? Diesen Fragen wird aus einer ethischen Perspektive nachgegangen. Dabei werden die Begriffe Erziehung und Autonomie von ihrer Normativität her betrachtet. Es geht ausgehend von einer allgemeinen Diskussion um moralpädagogische Zielvorstellungen um die Frage, wie Erziehung mit der Zielvorstellung Autonomie als Autonomie begrenzende Situationen zu verstehen ist. Die Autorin argumentiert für eine Sichtweise von Autonomie, welche diese nicht als Gegenüber zu Dependenz, sondern innerhalb von Dependenz bestimmt. Als pädagogische Zielvorstellung wird Autonomie so zu einem kompetenten Umgang mit Dependenz. Aspekte von Dependenz, welche als relevant hervorgehoben werden, sind Interaktion, Relationalität und Zeit. Ausgehend von einem kohärenzorientierten Begründungsmuster wird dafür argumentiert, dass die Zielvorstellung Autonomie eine Sichtweise bedingt, welche Erziehung zu Autonomie als Erziehung in Autonomie fasst. Die Zielvorstellung Autonomie ist demgemäß normierend für Erziehung insofern, als sie sich als bedingend für den in der Erziehungssituation artikulierten Anspruch erweist. Die theoretischen Ausführungen werden anhand aktueller Fragen im Bereich der Pädagogik diskutiert. So wird die Verwendung von Schwänz-sms, die Kopftuchfrage sowie die Bedeutung von Überwachungskameras in Schulen diskutiert.

The Aims of Education

Author: Roger Marples
Publisher: Routledge
ISBN: 0203003985
Format: PDF, Kindle
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Here international philosophers of education explore and question diverse strains of the liberal tradition, discussing not only autonomy but other key issues such as: * social justice * national identity * curriculum * critical thinking * social practices. The contributors write from a variety of standpoints, offering many interpretations of what liberalism might mean in educational terms.

Books in Print

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Books in print is the major source of information on books currently published and in print in the United States. The database provides the record of forthcoming books, books in-print, and books out-of-print.