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Education and Well-Being An Ontological Inquiry /
This book explores how contemporary educational research and curriculum occlude the vital and enduring relationship between education and well-being. Beginning with the consequences of the reductive tendencies of educational research and moving through the consequences of the technical and instrumen...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Autor Corporativo: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York :
Palgrave Macmillan US : Imprint: Palgrave Macmillan,
2016.
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| Edición: | 1st ed. 2016. |
| Temas: | |
| Acceso en línea: | Texto Completo |
MARC
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| 005 | 20220120062301.0 | ||
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| 008 | 160802s2016 xxu| s |||| 0|eng d | ||
| 020 | |a 9781137602763 |9 978-1-137-60276-3 | ||
| 024 | 7 | |a 10.1057/978-1-137-60276-3 |2 doi | |
| 050 | 4 | |a LB1-3640 | |
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| 082 | 0 | 4 | |a 370.1 |2 23 |
| 100 | 1 | |a Dewar, Matthew D. |e author. |4 aut |4 http://id.loc.gov/vocabulary/relators/aut | |
| 245 | 1 | 0 | |a Education and Well-Being |h [electronic resource] : |b An Ontological Inquiry / |c by Matthew D. Dewar. |
| 250 | |a 1st ed. 2016. | ||
| 264 | 1 | |a New York : |b Palgrave Macmillan US : |b Imprint: Palgrave Macmillan, |c 2016. | |
| 300 | |a XXII, 116 p. |b online resource. | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 347 | |a text file |b PDF |2 rda | ||
| 505 | 0 | |a Chapter One- The Privileging of Epistemology over Ontology in Educational Research and its Ontological Consequences -- Chapter Two- The Reduction of Education To Curriculum as Techne and its Ontological Consequences -- Chapter Three- A Poeticizing Phenomenology of Education and Well-being -- Chapter Four- Curriculum and the Reduction of Temporality to Time and its Ontological Consequences. . | |
| 520 | |a This book explores how contemporary educational research and curriculum occlude the vital and enduring relationship between education and well-being. Beginning with the consequences of the reductive tendencies of educational research and moving through the consequences of the technical and instrumental tendencies of curriculum, this book challenges how contemporary education as a whole reduces human beings to "things" and funnels them according to predetermined knowledge forms representative of the dominant socioeconomic ideology. Through a philosophical exploration of original conceptions of education and well-being, this book attempts to recover an understanding of education that embodies how we learn to uncover and relate to our own possibilities for a more meaningful life which is a life of well-being. | ||
| 650 | 0 | |a Education-Philosophy. | |
| 650 | 1 | 4 | |a Educational Philosophy. |
| 710 | 2 | |a SpringerLink (Online service) | |
| 773 | 0 | |t Springer Nature eBook | |
| 776 | 0 | 8 | |i Printed edition: |z 9781137602756 |
| 776 | 0 | 8 | |i Printed edition: |z 9781349933235 |
| 776 | 0 | 8 | |i Printed edition: |z 9781349933242 |
| 776 | 0 | 8 | |i Printed edition: |z 9781349956418 |
| 856 | 4 | 0 | |u https://doi.uam.elogim.com/10.1057/978-1-137-60276-3 |z Texto Completo |
| 912 | |a ZDB-2-EDA | ||
| 912 | |a ZDB-2-SXED | ||
| 950 | |a Education (SpringerNature-41171) | ||
| 950 | |a Education (R0) (SpringerNature-43721) | ||