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Titlebook: Dewey, Heidegger, and the Future of Education; Beyondness and Becom Vasco d‘Agnese Book 2019 The Editor(s) (if applicable) and The Author(s

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發(fā)表于 2025-3-21 16:15:00 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書目名稱Dewey, Heidegger, and the Future of Education
副標(biāo)題Beyondness and Becom
編輯Vasco d‘Agnese
視頻videohttp://file.papertrans.cn/271/270361/270361.mp4
概述Drawing on insights into the philosophies of Dewey and Heidegger, this project moves forward the greater philosophical discourse surrounding education.Illuminates deep affinities between the correspon
圖書封面Titlebook: Dewey, Heidegger, and the Future of Education; Beyondness and Becom Vasco d‘Agnese Book 2019 The Editor(s) (if applicable) and The Author(s
描述.Drawing on insights into the philosophies of Dewey and Heidegger, this book moves forward the greater philosophical discourse surrounding education.? It illuminates deep affinities between the corresponding traditions of Dewey and Heidegger, broadly labeled hermeneutics and pragmatism, and in doing so reveals the potential of the Dewey-Heidegger comparison for the future of education.? To accomplish this task, Vasco d’Agnese explores the Deweyan and Heideggerian understanding of existence and experience. Both thinkers believed that?humans are?vulnerable from the very beginning, delivered to an uncanny and uncertain condition. On the other hand, such an uncanniness and dependency, rather than flowing in nihilistic defeat of educational purposes, puts radical responsibility on the side of the subject. It is, then, educationally promising. The book explains that for both Dewey and Heidegger, being a subject means being-with-others while transcending and advancing one’s boundaries, thus challenging the managerial framework of education that currently dominates educational institutions throughout the world.?.
出版日期Book 2019
關(guān)鍵詞anti-foundationalist; finitude; pragmatism; hermeneutics; Plato; education; teacher-student relationship; t
版次1
doihttps://doi.org/10.1007/978-3-030-19482-6
isbn_softcover978-3-030-19484-0
isbn_ebook978-3-030-19482-6
copyrightThe Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl
The information of publication is updating

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Introduction,e nihilistic defeat of educational purposes, puts radical responsibility on the side of the subject, who is simultaneously embedded in and produces educational processes and practices. In this sense, preserving the very unpredictability of students’ connectedness and beyondness is at the core of our
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Creative Questioning, Being-With and Transcending in Heidegger,e only possible on the ground of .-.. Moreover, challenging a longstanding tradition that, starting from Socrates’ precept, continues in different ways with Augustine, Descartes and Kant, Heidegger boldly states that to gain any significant understanding of oneself, pure introspection is least helpf
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,Challenging Plato’s Theoretical Gaze: Undergoing and Ineffable,degger, we are always-already vulnerable and exposed, thrown into an uncertain, unstable and perilous world. Such vulnerability and uncertainty affect even what are supposed to be our primary sources of control of the environment, namely thinking and knowledge. Specifically, through a close analysis
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The Essential Uncertainty of Thinking: Subject and Education in John Dewey, such an analysis. Specifically, d’Agnese argues that Dewey revealed a radical uncertainty at the core of human thinking while dismantling the understanding of the subject as a detached and self-assured center of agency. In Deweyan thinking, inquiry and reflection are to be understood as the power t
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