Search results for 'Education Political aspects' (try it on Scholar)

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  1. Patricia White (1983). Beyond Domination: An Essay in the Political Philosophy of Education. Routledge & Kegan Paul.score: 324.0
    Introduction A book with this title, dealing as it does with the political machinery and political education appropriate to a democratic society, ...
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  2. Harry Brighouse (2009). Moral and Political Aspects of Education. In Harvey Siegel (ed.), The Oxford Handbook of Philosophy of Education. Oxford University Press.score: 270.0
  3. Neil Burtonwood (2006). Cultural Diversity, Liberal Pluralism and Schools: Isaiah Berlin and Education. Routledge.score: 243.0
    Culturally diverse liberal democracies on both sides of the Atlantic are currently faced with serious questions about the education of their future citizens. What is the balance between the need for social cohesion, and at the same time dealing justly with the demands for exemptions and accommodations from cultural and religious minorities? In contemporary Britain, the importance of this question has been recently highlighted by the concern to develop political and educational strategies capable of countering the influence of (...)
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  4. Henry A. Giroux (2005). Border Crossings: Cultural Workers and the Politics of Education. Routledge.score: 237.0
    Since 1992, Border Crossings has show cased Henry A. Giroux's extraordinary range as a thinker by bringing together a series of essays that refigure the relationship between post-modernism, feminism, cultural studies and critical pedagogy. With discussions of topics including the struggle over academic canon, the role of popular culture in the curriculum and the cultural war the New Right has waged on schools, Giroux identified the most pressing issues facing critical educators at the turn of the century. In this revised (...)
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  5. Val Gillies & Helen Lucey (eds.) (2007). Power, Knowledge and the Academy: The Institutional is Political. Palgrave Macmillan.score: 237.0
    Power is everywhere. But what is it and how does it infuse personal and institutional relationships in higher education? Power, Knowledge and the Academy: The Institutional is Political takes a close-up and critical look at both the elusive and blatant workings and consequences of power in a range of everyday sites in universities. Chapters focus on specific locations in which power shapes personal and institutional knowledge including student-supervisor relationships, research teams, networking, the Research Assessment Exercise in the UK, (...)
     
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  6. Joel H. Spring (2006). Wheels in the Head: Educational Philosophies of Authority, Freedom, and Culture From Socrates to Human Rights. L. Erlbaum Associates, Publishers.score: 225.0
    In this popular text, Joel Spring provocatively analyzes the ideas of traditional and non-traditional philosophers, from Plato to Paulo Freire, regarding the contribution of education to the creation of a democratic society. Each section focuses on an important theme: “Autocratic and Democratic Forms of Education;” “Dissenting Traditions in Education;” “The Politics of Culture;” “The Politics of Gender;” and “Education and Human Rights.” This edition features a special emphasis on human rights education. Spring advocates a legally (...)
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  7. John D. Holst (2009). The Revolutionary Party in Gramsci's Pre-Prison Educational and Political Theory and Practice. Educational Philosophy and Theory 41 (6):622-639.score: 210.0
    While most of Gramsci's party work is well known to education scholars of Gramsci, and the educational aspects of his writings have been repeatedly analyzed, what remains a constant in education-based Gramsci studies is the nearly universal minimization of this work for what it was, namely party work. For Gramsci, it would have been unthinkable to consider this work outside the framework of a revolutionary party. Yet, for contemporary educational scholars it seems unthinkable to consider Gramsci's work (...)
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  8. M. P. Mncwabe (1989). Teacher Neutrality and Education in Crisis: The Black Teacher's Dilemma in South Africa. Skotaville Educational Division.score: 207.0
     
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  9. G. N. Kitching (2008). The Trouble with Theory: The Educational Costs of Postmodernism. Pennsylvania State University Press.score: 198.0
    "A critique of postmodernism and poststructuralism and an examination of their impact on higher education.
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  10. David Gooderham (1994). Towards Discourse in the Public Domain: Adolescent Fictions in Moral and Political Education. Journal of Moral Education 23 (4):439-450.score: 198.0
    Abstract The article argues the value of contemporary adolescent fictions in Moral Education, on grounds not of content but of their treatments of moral and political issues. Two contrasting models, based on the literary concepts of ?realistic? and ?modern? forms of narrative, are used to highlight the stylistic and structural distinctiveness of these contemporary texts??and to make clear their appropriateness for a Moral Education which involves not only induction into public life, but also into the discourse of (...)
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  11. Michael W. Apple & Linda K. Christian-Smith (eds.) (1991). The Politics of the Textbook. Routledge.score: 192.0
    The Politics of the Texbook analyzes the factors that shape production, distribution and reception of school texts through original essays which emphasize the double-edged quality of textbooks. Textbooks are viewed as systems of moral regulation in the struggle of powerful groups to build political and cultural accord. They are also regarded as the site of popular resistance around discloding the interest underlying schoolknowledge and incorporating alternative traditions.
     
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  12. Ian Hardy (2012). The Politics of Teacher Professional Development: Policy, Research and Practice. Routledge.score: 186.0
    Rather than providing a list of "how-tos" and "must dos," this volume is premised on the understanding that by learning more about the current conditions under which teachers and other educators work and learn, it is possible to understand, ...
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  13. David L. Kirp (2007). The Sandbox Investment: The Preschool Movement and Kids-First Politics. Harvard University Press.score: 186.0
    Introduction : before school -- Small miracles -- Life way after preschool -- The futures market -- The imprimatur of science -- Who cares for the children? -- Jump-starting a movement -- The politics of the un-dramatic -- English lessons -- Kids-first politics.
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  14. Cary Nelson (2010). No University is an Island: Saving Academic Freedom. New York University Press.score: 183.0
    Peppered throughout with previously unreported, and sometimes incendiary, higher education anecdotes, Nelson is at his flame-throwing best.The book calls on ...
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  15. Carlos Bauer (2008). Introdução Crítica Ao Humanismo Dialógico de Paulo Freire. José Luís E Rosa Sundermann.score: 180.0
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  16. Elisabeth Meilhammer (2008). Neutralität Als Bildungstheoretisches Problem: Von der Meinungsabstinenz Zur Meinungsgerechtigkeit. Schöningh.score: 180.0
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  17. Daniel Tröhler (2006). Republikanismus Und Pädagogik: Pestalozzi Im Historischen Kontext. Klinkhardt.score: 180.0
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  18. A. K. Bierman (1973). Philosophy for a New Generation. New York,Macmillan.score: 162.0
     
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  19. Paul Franco & Leslie Marsh (eds.) (2012). A Companion to Michael Oakeshott. Penn State.score: 153.0
    Michael Oakeshott has long been recognized as one of the most important political philosophers of the twentieth century, but until now no single volume has been able to examine all the facets of his wide-ranging philosophy with sufficient depth, expertise, and authority. The essays collected here cover all aspects of Oakeshott’s thought, from his theory of knowledge and philosophies of history, religion, art, and education to his reflections on morality, politics, and law. The volume provides an authoritative (...)
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  20. David Stevens (2014). Creating Greener Citizens: Political Liberalism and a Robust Environmental Education. Studies in Philosophy and Education 33 (5):545-562.score: 150.0
    Proponents of environmentalist views often urge the teaching of such views and the inculcation of ‘green’ values within the educational curriculum of schools as a key component of achieving their ends. It might seem that modern versions of political morality that refuse to take a stance on controversial questions—religious, ethical, philosophical—or eschew appeal to perfectionist doctrines, such as Rawlsian political liberalism, are beset by a particularly acute difficulty in this regard. To the extent that environmentalist views embody claims (...)
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  21. Martijn Willemse, Mieke Lunenberg & Fred Korthagen (2008). The Moral Aspects of Teacher Educators' Practices. Journal of Moral Education 37 (4):445-466.score: 144.0
    The growing political, social and scientific attention that is being devoted to the moral aspects of teaching has implications for teacher education. This paper reports on a study of the actual moral education practices of 54 teacher educators within one institution. We encouraged these teacher educators to make their values explicit and to explain how they put them into practice. Nine teacher educators were studied in detail. These teacher educators were then stimulated to reflect on their (...)
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  22. Ian Frowe (2007). 'The Politics of Faith and the Politics of Scepticism': Michael Oakeshott, Education and Extremism. British Journal of Educational Studies 55 (3):264 - 285.score: 138.0
    This paper considers a distinction between two types of politics developed by Michael Oakeshott in his book The Politics of Faith and the Politics of Scepticism (1996) and argues that the theoretical framework proposed supplies an illuminating and productive perspective for examining the notion of political extremism. These positions are linked to two other important aspects of his work, namely his account of 'enterprise' and 'civil' association and his differentiation between abstract philosophical entities and concrete political situations. (...)
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  23. Tony DeCesare (2014). Theorizing Democratic Education From a Senian Perspective. Studies in Philosophy and Education 33 (2):149-170.score: 135.0
    Despite the growing body of literature and general interest in the intersection between the capabilities approach (CA) and education, little work has been done so far to theorize democratic education from a CA perspective. This essay attempts to do so by, first, getting clear about the theory of democracy that has emerged from Amartya Sen’s recent work and understanding how it informs his CA; and, second, by carefully drawing out the implications of these aspects of Sen’s thinking (...)
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  24. James Mensch (2009). Embodiments: From the Body to the Body Politic. Northwestern University Press.score: 129.0
    The intertwining: the recursion of the seer and the seen -- Artificial intelligence and the phenomenology of flesh -- Aesthetic education and the project of being human -- The intertwining of incommensurables: Yann Martel's life of Pi -- Flesh and the limits of self-making -- Violence and embodiment -- Excessive presence and the image -- Politics and freedom -- Sovereignty and alterity -- Political violence -- Public space -- Sustaining the other: tolerance as a positive ideal -- Forgiveness (...)
     
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  25. Murray Print (2007). Citizenship Education and Youth Participation in Democracy. British Journal of Educational Studies 55 (3):325 - 345.score: 129.0
    Citizenship education in established democracies is challenged by declining youth participation in democracy. Youth disenchantment and disengagement in democracy is primarily evident in formal political behaviour, especially through voting, declining membership of political parties, assisting at elections, contacting politicians, and the like. If citizenship education is to play a major role in addressing these concerns it will need to review the impact it is making on young people in schools. This paper reviews a major national project (...)
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  26. Catherine A. Lugg (1999). Kitsch: From Education to Public Policy. Falmer Press.score: 129.0
    Kitsch-or tacky, simplistic art and art forms-is used by various political actors to shape and limit what we know about ourselves, what we know about our past and our future, as well as what our present-day public policy options might be. Using a plethora of historic and contemporary examples (such as Forrest Gump and Boys Town ), the author maps out how kitsch is employed in various political and educational sites to shape public opinion and understandings. Bibliography. Index.
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  27. Matthew Clarke (2009). The Ethico-Politics of Teacher Identity. Educational Philosophy and Theory 41 (2):185-200.score: 129.0
    Identity is a contemporary buzzword in education, referencing the individual and the social, the personal and the political, self and other. Following Maggie MacLure, we can think of identity in terms of teachers ?arguing for themselves?, or giving an account of themselves. Yet in the wake of poststructuralism's radical de?centering of the subject and its highlighting of a number of impediments to agency, we might well ask how teachers are to give an account of themselves? This paper offers (...)
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  28. Jean Bethke Elshtain (1997). Real Politics: At the Center of Everyday Life. Johns Hopkins University Press.score: 129.0
    One of America's foremost public intellectuals, Jean Bethke Elshtain has been on the frontlines in the most hotly contested and deeply divisive issues of our time. Now in Real Politics , Elshtain gives further proof of her willingness to speak her mind, courting disagreement and even censure from those who prefer their ideologies neat. At the center of Elshtain's work is a passionate concern with the relationship between political rhetoric and political action. For Elshtain, politics is a sphere (...)
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  29. Christos Terezis & G. Markea (2006). Aspects of the Relationship Between Politics, Education and Art in Plato's Laws. Philosophical Inquiry 28 (3-4):57-62.score: 129.0
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  30. James R. Mensch (2009). Embodiments: From the Body to the Body Politic. Northwestern University Press.score: 129.0
    The intertwining: the recursion of the seer and the seen -- Artificial intelligence and the phenomenology of flesh -- Aesthetic education and the project of being human -- The intertwining of incommensurables: Yann Martel's life of pi -- Flesh and the limits of self-making -- Violence and embodiment -- Excessive presence and the image -- Politics and freedom -- Sovereignty and alterity -- Political violence -- Public space -- Sustaining the other: tolerance as a positive ideal -- Forgiveness (...)
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  31. John Halliday (1999). Political Liberalism and Citizenship Education: Towards Curriculum Reform. British Journal of Educational Studies 47 (1):43 - 55.score: 128.0
    This paper is concerned with Rawls's (1993) account of an overlapping consensus and recent proposals to introduce citizenship education in parts of the UK. It is argued that both Rawls and the proposals mistake the significance and nature of such a consensus. Partly as a result of this mistake the proposals are insufficiently radical.
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  32. Daniel Frandji & Philippe Vitale (eds.) (2010). Knowledge, Pedagogy, and Society: International Perspectives on Basil Bernstein's Sociology of Education. Routledge.score: 126.0
    From teaching content and the social, cognitive and linguistic aspects of education, to changes in the political climate in the early twenty-first century, this ...
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  33. David P. Ericson (1991). Humanization, Democracy, and Political Education. Studies in Philosophy and Education 11 (1):31-43.score: 126.0
  34. Deborah S. Mower & Wade L. Robison (eds.) (2012). Civility in Politics and Education. Routledge.score: 123.0
    This book examines the concept of civility and the conditions of civil disagreement in politics and education. Although many assume that civility is merely polite behavior, it functions to aid rational discourse. Building on this basic assumption, the book offers multiple accounts of civility and its contribution to citizenship, deliberative democracy, and education from Eastern and Western as well as classic and modern perspectives. Given that civility is essential to all aspects of public life, it is important (...)
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  35. Elizabeth Frazer (2007). Depoliticising Citizenship. British Journal of Educational Studies 55 (3):249 - 263.score: 120.0
    One problem faced by teachers of citizenship is that 'politics' is negatively valued. The concept is actually ambiguous in value. The paper sets out a neutral, a negative, and a positive meaning of the term. It then goes on to explore the way that even on the positive construction there can seem to be ethical problems with politics. This explains both aspects of numerous projects to 'depoliticise' society and government, and to depoliticise citizenship education. But, the alternatives mean (...)
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  36. Brenda Almond (2010). Education for Tolerance: Cultural Difference and Family Values. Journal of Moral Education 39 (2):131-143.score: 117.0
    Those who would defend liberal democracy in today?s changing world face a new toleration debate. While we still want to help our children grow up to see the world from other perspectives than their own, we are no longer as sure as we were that we know what toleration means or what it entails. Where education is concerned, it seems the focus is on tolerance as an attitude?encouraging people to be tolerant?but where the public debate is concerned, the focus (...)
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  37. Carol Aubrey (ed.) (2000). Early Childhood Educational Research: Issues in Methodology and Ethics. Routledgefalmer Press.score: 117.0
    Provision of education for children under five has recently become a political concern. At the same time, this relatively small field has been attracting increased research attention, with many early years practitioners seeking routes to initial and higher degrees. This book offers essential guidance for researchers and newcomers to the field, outlining opportunities in research as well as useful, sensitive and appropriate methods for researching childhood education.
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  38. Helen Haste & Amy Hogan (2006). Beyond Conventional Civic Participation, Beyond the Moral‐Political Divide: Young People and Contemporary Debates About Citizenship. Journal of Moral Education 35 (4):473-493.score: 117.0
    In Western thought, the relationship between the moral and political domains has been dominated by a version of political philosophy which, based on the distinction between ?public? and ?private?, argues that the moral is different from the political. In parallel, and related to this, has been a delineation of the ?political? as concerned with structural aspects of representative democracy, privileging electoral behaviour in particular. We challenge this distinction on the basis that it is not useful (...)
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  39. Li Ping, Zhong Minghua, Lin Bin & Zhang Hongjuan (2004). Deyuas Moral Education in Modern China: Ideological Functions and Transformations. Journal of Moral Education 33 (4):449-464.score: 117.0
    During its evolution Chinese moral education has developed pronounced ideological aspects. This stems from traditions of first equating politics with morality, phrasing them both in the same language, and then of encouraging correct moral and political relations and behaviours through education. This trend dates back three thousand years to Zhou Gong and continued through Confucius and his followers. From 1949, through the Cultural Revolution and the present transition to a market economy, a similarly unified approach to (...)
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  40. Kerry Burch (1999). Eros as the Educational Principle of Democracy. Studies in Philosophy and Education 18 (3):123-142.score: 117.0
    This paper explores the value of the eros motif for critical pedagogy and citizenship education. The conceptual affinities between eros and democracy are identified and integrated into a theory of democratic political education. Long recognized as vital to the process of self knowledge, the ancient Greek concept of eros has nevertheless been largely erased from contemporary educational debate. By retrieving eros from the fringe of academic discourse and integrating it with critical pedagogy, the aims of radical democracy (...)
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  41. Matthew Carlson & Ola Listhaug (2006). Public Opinion on the Role of Religion in Political Leadership: A Multi-Level Analysis of Sixty-Three Countries. Japanese Journal of Political Science 7 (3):251-271.score: 117.0
    Are there significant variations across major religious faiths about the proper political roles of religion? Using recent WorldValues/EuropeanValues data from 63 countries we study the attitudes of mass publics on two separate aspects of this question. First, should religious beliefs be used as a criterion for selecting political leaders (dimension I)? Second, should religious leaders use their position for political influence (dimension II)? For dimension I we find that Muslims are somewhat more likely than followers of (...)
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  42. Maija Lanas & Michalinos Zembylas (forthcoming). Towards a Transformational Political Concept of Love in Critical Education. Studies in Philosophy and Education:1-14.score: 114.0
    This paper makes a case for love as a powerful force for ‘transforming power’ in our educational institutions and everyday lives, and proposes that ‘revolutionary love’ serves as a moral and strategic compass for concrete individual and collective actions in critical education. The paper begins by reviewing current conceptualizations of love in critical education and identifies the potential for further theorization of the concept of love. It continues by theorizing love as a transformational political concept, focusing on (...)
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  43. Noah De Lissovoy (2011). Pedagogy in Common: Democratic Education in the Global Era. Educational Philosophy and Theory 43 (10):1119-1134.score: 111.0
    In the context of the increasingly transnational organization of society, culture, and communication, this article develops a conceptualization of the global common as a basic condition of interrelation and shared experience, and describes contemporary political efforts to fully democratize this condition. The article demonstrates the implications for curriculum and teaching of this project, describing in particular the importance of fundamentally challenging the interpellation of students as subjects of the nation, and the necessity for new and radically collaborative forms of (...)
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  44. John Beck (2007). Education and the Middle Classes: Against Reductionism in Educational Theory and Research. British Journal of Educational Studies 55 (1):37 - 55.score: 111.0
    This paper critiques what it sees as a tendency on the part of certain social researchers to engage in moralistic critiques of middle-class parents, especially in relation to the choices and actions of such parents within educational quasi-markets. It proceeds to a linked critique of the influence within education of certain aspects of the work of Pierre Bourdieu, with particular reference to the concepts of symbolic violence and the depiction of cultural meanings as arbitrary. It is argued that (...)
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  45. Abraham DeLeon (2008). Oh No, Not the “A” Word! Proposing an “Anarchism” for Education. Educational Studies 44 (2):122-141.score: 111.0
    Anarchist theory has a long-standing history in political theory, sociology, and philosophy. As a radical discourse, anarchist theory pushes educators and researchers towards new conceptualizations of community, theory, and praxis. Early writers, like Joseph Proudhoun and Emma Goldman, to more contemporary anarchists, such as Noam Chomsky, have established anarchist theory as an important school of thought that sits outside the Marxist discourses that have dominated the radical academic scene. Today, anarchists have been responsible for staging effective protests (specifically, Seattle, (...)
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  46. Ken Reid & Howard Tanner (2012). An Analysis of the Changing Shape of Initial Teacher Education and Training in Wales Since Devolution. Educational Studies 38 (3):309-325.score: 111.0
    After a sustained period of relative calm, initial teacher education and training (ITET) in Wales has seen much change in recent times since devolution and all the indications are that this change agenda is likely to escalate in both the short and long term. In order to understand what has been happening in the ITET field in Wales, our paper sets out to achieve three things: first, it has contextualised the changing ITET, political, social and economic climate within (...)
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  47. Béatrice Cabau (2009). Language‐in‐Education Issues: Sweden as a Case Study. Educational Studies 35 (4):379-389.score: 111.0
    From the beginning of the 1990s, the Swedish society has been affected by various changes at various levels. This modified social, political and economic context led to several reforms implemented in the educational arena. These reforms dealt with decentralisation, choice, use of market forces and privatisation. All these aspects had an impact on language education. This article will focus upon the social, ideological/political and educational parameters having affected language?in?education policy in Sweden these last years. It (...)
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  48. Benedetto Lepori & Andrea Bonaccorsi (2013). The Socio-Political Construction of a European Census of Higher Education Institutions: Design, Methodological and Comparability Issues. Minerva 51 (3):271-293.score: 108.0
    This paper reports on an experiment concerning the social construction of statistical definitions, where the first census of Higher Education Institutions in Europe has been developed. It conceptualizes the construction of indicators as a social process of definitions and boundaries’ negotiation, involving value judgments, social and political opinions, as well as practical interests and power strategies of actors. The paper exemplifies this process on three issues, namely the social demand for establishing a census, the controversy concerning the definition (...)
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  49. Steinar Bøyum (2007). The Legitimacy of Critical Thinking: Political Liberalism and Compulsory Schooling. Thinking 18 (1).score: 108.0
    This essay examines the political-philosophical legitimacy of critical thinking as an aim of compulsory education. Although critical thinking is given an important role in Norwegian educational policy, the right to demand a critical attitude from all citizens has been extensively debated in political and pedagogical philosophy the last two decades. This debate stems in large part from the late work of John Rawls. In this essay, I start by stating the case for critical thinking as an educational (...)
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  50. Carsten Ljunggren (2010). Agonistic Recognition in Education: On Arendt's Qualification of Political and Moral Meaning. Studies in Philosophy and Education 29 (1):19-33.score: 104.7
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