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Childhood and the Philosophy of Education : an Anti-Aristotelian Perspective.
Philosophical accounts of childhood have tended to derive from Plato and Aristotle, who portrayed children (like women, animals, slaves, and the mob) as unreasonable and incomplete in terms of lacking formal and final causes and ends. Despite much rhetoric concerning either the sinfulness or purity...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London :
Bloomsbury Publishing,
2008.
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| Colección: | Continuum studies in educational research.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Contents; Introduction: The Conception of Childhood; Part 1 The Aristotelian Heritage; Chapter 1.1. How Anti-Aristotelian Can One Be?; Chapter 1.2. Aristotle's Debt to Plato; Chapter 1.3. Aristotle: Children as People in Formation; Chapter 1.4. Histories of Childhood: Footnotes to Aristotle?; Chapter 1.5. Pessimism and Sin: The Puritan Child; Chapter 1.6. Optimism and Enlightenment: The Liberal Child; Chapter 1.7. Trailing Clouds of Glory: The Romantic Child; Chapter 1.8. The Postmodern Child: Less Than Not Much?; Part 2 A Fully Semiotic View of Childhood.
- Chapter 2.1. Living as Semiotic EngagementChapter 2.2. The Meaning-Making, Semiotic Child; Chapter 2.3. Learning and Schooling: Dewey and Beyond; Part 3 Education Reconsidered; Chapter 3.1. The Roots of Compulsory Schooling; Chapter 3.2. The Extension of the In-Between Years; Chapter 3.3. Teaching for Significant Events: Identity and Non-Identity; Part 4 The Child in Society; Chapter 4.1. The Child and the Law; Chapter 4.2. Semiosis and Social Policy; Chapter 4.3. Doing Children Justice; Bibliography; Index; A; B; C; D; E; F; G; H; I; K; L; M; N; O; P; Q; R; S; T; V; W; Y.