Educational Philosophy and Theory 44 (9):979-996 (2012)

Alex Guilherme
Liverpool Hope University
Most of what has been written about Buber and education tend to be studies of two kinds: theoretical studies of his philosophical views on education, and specific case studies that aim at putting theory into practice. The perspective taken has always been to hold a dialogue with Buber's works in order to identify and analyse critically Buber's views and, in some cases, to put them into practice; that is, commentators dialogue with the text. In this article our aims are of a different kind. First and fundamentally, we demonstrate the political and social ontological basis of Buber's thought; that is, we show that Buber, the philosopher of dialogue, held an authentic dialogue with his time, and demonstrate that Buber's work, in this case I and Thou, holds a dialogue with its Zeitgeist; that is the text dialogues with its Zeitgeist. This approach leads us to our second aim, which is to demonstrate that Buber's thought remains relevant to our times, particularly when it serves as a dialogical educational tool with which to resolve conflict of all types and to aid dialogue towards peace in inter-community relations
Keywords dialogue  philosophy  Martin Buber  education  conflict resolution
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DOI 10.1111/j.1469-5812.2010.00681.x
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References found in this work BETA

I and Thou.Martin Buber - 1958 - New York: Scribner.
The Concept of the Political.Carl Schmitt - 1996 - University of Chicago Press.
The Protestant Ethic and the Spirit of Capitalism. Max Weber.C. D. Burns - 1930 - International Journal of Ethics 41 (1):119-120.

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Citations of this work BETA

Martin Buber’s Myth of Zion: National Education or Counter-Education?S. Breslauer - 2016 - Studies in Philosophy and Education 35 (5):493-511.

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I and Thou.Martin Buber - 1958 - New York: Scribner.
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