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Paul Fairfield - Education, Dialogue and Hermeneutics, Häftad

Häftad, Engelska, 2012

Education, Dialogue and Hermeneutics

Av Paul Fairfield

789 kr

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Beskrivning
Philosophical hermeneutics has rich implications for the theory and practice of education, yet the topic has often been ignored.  Education, Dialogue and Hermeneutics takes a variety of principles and themes from philosophical hermeneutics, drawing on insights from major figures such as Martin Heidegger, Hans-Georg Gadamer and Paul Ricoeur, and applies them to issues in education and the philosophy of education.  Topics covered include the relevance and nature of dialogue and understanding in an educational setting, the nature of educational experience and the concept of Bildung, narrative and tradition.Timely and original, Education, Dialogue and Hermeneutics draws together eight original chapters written by leading scholars in the field of hermeneutics.
Produktinformation
  • Utgivningsdatum: 2012-07-26
  • Mått: 156 x 234 x 10 mm
  • Vikt: 294 g
  • Format: Häftad
  • Språk: Engelska
  • Antal sidor: 176
  • Förlag: Bloomsbury Publishing PLC
  • ISBN: 9781441100702
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Mer information

Paul Fairfield is Associate Professor in the Department of Philosophy at Queen's University, Canada. >

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'Finally a book which spells out the important linkages between philosophical hermeneutics and education. All the contributors are recognized experts on Gadamer's hermeneutics and/or the philosophy of education. The assembled essays probe in subtle ways the merits and the problems associated with "Bildung".' Fred Dallmayr, Professor of Political Science and Philosophy, University of Notre Dame, USA 'Paul Fairfield is to be congratulated for having carefully assembled in the present volume some thought-provoking contributions to the philosophy of education by a number of leading Continental thinkers. This book is a noteworthy attempt to demonstrate the special relevance of philosophical hermeneutics to the field of education which, when all is said and done, transcends all merely empirical, technical, and utilitarian concerns and should be viewed as a conscientious endeavour at putting into practice the humanistic art of dialogue.' Gary Madison, Professor of Philosophy Emeritus, McMaster University, Canada

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