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Education as dialogue : its prerequisites and its enemies /
"Although talk about dialogue is common, nothing clear, significant, and educationally useful has been written about the nature of dialogue and the principles and conditions that support or undermine it. This book argues that true dialogue and education require beliefs, rules, virtues, and habi...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Montréal :
McGill-Queen's University Press,
©2010.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Kazepides, A. C. | |
| 245 | 1 | 0 | |a Education as dialogue : |b its prerequisites and its enemies / |c Tasos Kazepides. |
| 260 | |a Montréal : |b McGill-Queen's University Press, |c ©2010. | ||
| 300 | |a 1 online resource (207 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 504 | |a Includes bibliographical references (pages 191-200) and index. | ||
| 505 | 0 | |a A clarification of relevant educational concepts. Philosophical inquiry in education ; The concept of education ; Can education have aims? -- The prerequisites of education and dialogue, the criteria of indoctrination, and the educational dimensions of human nature. The prerequisites of education ; Education as dialogue ; Forms of miseducation ; The enemies of dialogue ; Education, dialogue, and human nature. | |
| 588 | 0 | |a Print version record. | |
| 520 | |a "Although talk about dialogue is common, nothing clear, significant, and educationally useful has been written about the nature of dialogue and the principles and conditions that support or undermine it. This book argues that true dialogue and education require beliefs, rules, virtues, and habits that facilitate learning while preventing the acquisition of doctrines. The author shows that the prerequisites for dialogue and education are similar to Ludwig Wittgenstein's concept of "river-bed propositions"--Propositions that are the foundation of our ability to think and act reasonably. He argues that understanding education as genuine dialogue ought to become central to educational theory and practice because it is the most appropriate and effective way to motivate and engage students, and also the best way to guard against indoctrination. The pivotal importance of education as dialogue is emphasized for its capacity to encourage critical thought, in contrast to indoctrination, which arrests, limits, or frustrates thought. Taking a unique approach to thinking about education, this book provides a welcome and instructive work that stresses the importance of seeing education as dialogue."--Page 4 of cover | ||
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| 650 | 0 | |a Education |x Philosophy. | |
| 650 | 0 | |a Dialogue. | |
| 650 | 6 | |a Éducation |x Philosophie. | |
| 650 | 6 | |a Dialogue. | |
| 650 | 7 | |a EDUCATION |x Philosophy & Social Aspects. |2 bisacsh | |
| 650 | 7 | |a FOREIGN LANGUAGE STUDY |x Indic Languages. |2 bisacsh | |
| 650 | 7 | |a Dialogue |2 fast | |
| 650 | 7 | |a Education |x Philosophy |2 fast | |
| 650 | 7 | |a Erziehungsphilosophie |2 gnd | |
| 650 | 1 | 7 | |a Onderwijs. |2 gtt |
| 650 | 1 | 7 | |a Dialoog. |2 gtt |
| 776 | 0 | 8 | |i Print version: |a Kazepides, A.C. |t Education as dialogue. |d Montréal : McGill-Queen's University Press, ©2010 |z 9780773537927 |w (OCoLC)656133019 |
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