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This edited book opens a dialogue on theories and philosophies of education between the East and the West in the era of globalisation.
This edited book challenges the limits of current educational philosophical discourse and argues for a restored normativisation of education through a powerful notion of justice.
This scholarly volume proposes protreptic as a radically new way of reading Plato's dialogues leading to enhanced student engagement in learning and inquiry.
This volume investigates the role of the arts in character education. Bringing together insights from esteemed philosophers and educationalists, it looks to the arts for insight into human character and explores the arts' relationship to human flourishing and the development of the virtues.
This book explores the ways childhood and materiality are intertwined and assembled. It makes a scholarly contribution to current understanding of the complex relatedness of childhood and materiality.
Through expert analysis, this text proves that John Dewey¿s views on efficiency in education are as relevant as ever. By exploring Deweyan theories of teaching and learning, the volume illustrates how they can aid educators in navigating the theoretical and practical implications of accountability, standardization, and assessment.
The aim of this edited book is to address this issue by asking international experts from different discipline areas to explore conceptualisations of the body and embodiment from their field with respect to education and educational research.
"Exploring the predicates of education from theoretical, practical and historical perspectives, this book revalorizes the central role of the humanities in the ethical and aesthetic formation of the individual"--
This book explores the ways childhood and materiality are intertwined and assembled. It makes a scholarly contribution to current understanding of the complex relatedness of childhood and materiality.
This text challenges the increasing professionalization of science; questions the view of scientific knowledge as objective; and highlights the relationship between democracy and science. Scholars in the fields of Philosophy of Science, Ethics and Philosophy of Education, as well as Science Education, will find this book to be highly useful.
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