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Titlebook: Education and Thinking in Continental Philosophy; Thinking against the Itay Snir Book 2020 Springer Nature Switzerland AG 2020 Education fo

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發(fā)表于 2025-3-21 16:44:53 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書(shū)目名稱Education and Thinking in Continental Philosophy
副標(biāo)題Thinking against the
編輯Itay Snir
視頻videohttp://file.papertrans.cn/303/302442/302442.mp4
概述Frees education for thinking from the Anglo-American paradigm, allowing it to draw on the rich landscape of continental philosophy.Sheds new light on the political significance of thinking.Discusses t
叢書(shū)名稱Contemporary Philosophies and Theories in Education
圖書(shū)封面Titlebook: Education and Thinking in Continental Philosophy; Thinking against the Itay Snir Book 2020 Springer Nature Switzerland AG 2020 Education fo
描述.This book draws on five philosophers from the continental tradition – Theodor Adorno, Hannah Arendt, Gilles Deleuze, Jacques Derrida, and Jacques Rancière – in order to “think about thinking” and offer new and surprising answers to the question: How can we educate students to think creatively and critically? Despite their differences, all of these philosophers challenge the modern understanding of thinking, and offer original, radical perspectives on it. In very different ways, each rejects the modern approach to thinking, as well as the reduction of proper thought to rationality, situating thinking in sociohistorical reality and relating it to political action. Thinking, they argue, is not a natural, automatic activity, and the need to think has become all the more important as political reality seems to exhibit less thinking, or to even celebrate thoughtlessness. Bringing these continental conceptions of thinking to bear on the urgent need to educate young people to think againstthe current, this book makes a significant contribution to educational theory and political philosophy, one that is particularly relevant in today’s anti-intellectual climate..
出版日期Book 2020
關(guān)鍵詞Education for thinking; Ego cogito; Concept of thinking; Human capacity for thinking; Unification in tho
版次1
doihttps://doi.org/10.1007/978-3-030-56526-8
isbn_softcover978-3-030-56528-2
isbn_ebook978-3-030-56526-8Series ISSN 2214-9759 Series E-ISSN 2214-9767
issn_series 2214-9759
copyrightSpringer Nature Switzerland AG 2020
The information of publication is updating

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沙發(fā)
發(fā)表于 2025-3-21 22:19:04 | 只看該作者
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Hannah Arendt: Thinking as Withdrawal and Regeneration of the World,hinking in Arendt’s approach is indeed possible and of great importance, but may also be hazardous to the thinker as well as her political community. Confronting this danger does not require less thinking (or education encouraging it), but rather engaging in two different but complementary kinds of
地板
發(fā)表于 2025-3-22 08:03:32 | 只看該作者
Gilles Deleuze: Thinking as Making Sense Against Common Sense,independently of the thinker’s knowledge and place in the sociopolitical order. I start with an analysis of the Deleuzian concepts of common sense and good sense, which form the basis of what he calls “the dogmatic image of thought”. I then discuss his concept of sense, and demonstrate that Deleuzia
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發(fā)表于 2025-3-22 11:23:36 | 只看該作者
Jacques Derrida: Thinking Madness in Education,ory of Madness”, where Derrida argues against Foucault’s reading of Descartes’ reference to madness in the first chapter of his .. While Foucault claims that Descartes constitutes a dichotomous opposition between thought and madness, Derrida shows that madness finds its way into the Cartesian . and
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發(fā)表于 2025-3-22 14:45:41 | 只看該作者
,Jacques Rancière: Thinking, Equality of Intelligence, and Political Subjectivity, between education and politics in his thought. I show that thinking opens the dimensions of plurality and singularity in Rancière’s politics, thereby playing a crucial role in the formation of political subjects. By thinking about thinking in Rancière, I demonstrate that universal teaching?– unders
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發(fā)表于 2025-3-22 20:40:32 | 只看該作者
Conclusion,them to appear more clearly. To that end, I examine the views of Adorno, Arendt, Deleuze, Derrida, and Rancière along the three main axes around which the book revolves: the conception of thinking, the relations between thinking and politics, and the possibility of education for thinking. The first
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ome philosophers, but also indicates the lack of common ground on which to build a comprehensive theory of education for thinking based on all. Finally, I use the meta-analysis to draw some general conclusions and attempt to think about the relations between the continental conceptions of thinking and concrete educational practice.
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