Educational Philosophy and Theory 45 (4):461-474 (2013)

Abstract
This article examines the concept of the stranger and the experience of strangeness in Albert Camus?s The stranger. These themes have a range of synergies with educational thought. They also lead us to other concepts that may have a place in educational debate, in particular the concepts of the absurd and rebellion. This train of thought also has potential for educational practice. If we accept that strangeness has a positive place in education, Camus is insightful in allowing us to examine its pedagogical foundations and the wider conditions necessary to give rise to the experience of strangeness
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DOI 10.1080/00131857.2012.718150
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References found in this work BETA

The Myth of Sisyphus.Albert Camus - 1957 - Philosophical Review 66 (1):104-107.
The Rebel.Albert Camus, Herbert Read & Anthony Bower - 1955 - Philosophical Review 64 (1):150-152.
The Outsider.Colin Wilson - 1956 - Houghton Mifflin.
The Rebel.Albert Camus & Anthony Bower - 1962 - Penguin in Association with H. Hamilton.

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Citations of this work BETA

The Educational Cost of Philosophical Suicide: What It Means to Be Lucid.Simone Thornton - 2019 - Educational Philosophy and Theory 51 (6):608-618.
Engagement as Dialogue: Camus, Pragmatism and Constructivist Pedagogy.Gilbert Burgh & Simone Thornton - 2015 - Education as Philosophies of Engagement, 44th Annual Conference of the Philosophy of Education Society of Australasia, Kingsgate Hotel, Hamilton, New Zealand, 22–25 November 2014.

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