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  1.  20
    Rethinking the theory of communities of practice in education: Critical reflection and ethical imagination.Ariel Sarid & Maya Levanon - 2022 - Educational Philosophy and Theory 54 (10):1693-1704.
    One of the leading theories of social learning today is Wenger's theory of Communities of Practice'. CoP-theory reiterates basic tenets of social learning theory yet it us set apart from other theories of social learning and education not only by centering on identity-formation but by positing four key dualities as inherent structural features of the educational process. While concurring with Wenger's 'dilemmatic' understanding of education and his open-ended, practice-based conception of identity-formation, we argue that Wenger's theory overlooks central elements that (...)
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  2.  28
    Reconciling Divisions in the Field of Authentic Education.Ariel Sarid - 2015 - Journal of Philosophy of Education 49 (3):473-489.
    The aim of this article is twofold: first, to identify and address three central divisions in the field of authentic education that introduce ambiguity and at times inconsistencies within the field of authentic education. These divisions concern a) the relationship between autonomy and authenticity; b) the division between the two basic attitudes towards ‘care’ in the authenticity literature, and; c) the well-worn division between objective and subjective realms of knowledge and identity construction. Addressing these divisions through Charles Taylor's distinction between (...)
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  3.  47
    Systematic Thinking on Dialogical Education.Ariel Sarid - 2012 - Educational Philosophy and Theory 44 (9):926-941.
    Dialogic or dialogical education is an umbrella term that encompasses a myriad of different and at times conflicting approaches. As there is no agreed-upon definition of ‘dialogue’ (not that there is or should be one unified definition), and even fewer clear and systematic guidelines for application, researchers and practitioners in the DE field are faced with countless questions and dilemmas. My aim in this paper is therefore to offer some ideas for a general outline of how to employ systematic thinking (...)
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  4.  32
    Self-critical appropriation: An assessment of Bauman’s view of education in liquid modernity.Ariel Sarid - 2017 - Educational Philosophy and Theory 49 (5):462-472.
    Zygmunt Bauman has devoted considerable amount of attention to the discussion of the educational challenges in liquid modernity. While a good deal of professional attention has been given to Bauman’s concept in various fields and disciplines, his views on education have received relatively little response by educational theorists and practitioners. The aim of this article is to assess Bauman’s prognosis and diagnosis for education in liquid modernity and argue that even if one generally accepts Bauman’s portrayal of current society, his (...)
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  5.  19
    Embracing dualities: Principles of education for a VUCA world.Ariel Sarid & Maya Levanon - 2023 - Educational Philosophy and Theory 55 (12):1375-1386.
    In the wake of profound social changes, which have been accelerated due to a global pandemic, educators reconsider the role and goals of education, and subsequently, how its pragmatic expression should look like in a VUCA-world. We address this challenge by offering basic tenets of education and principles that are tailored to the current reality. We concentrate primarily on the merits of embracing dualities, dilemmas and tensions, for engaging in deep learning and personal development. Jon Wergin’s theory of ‘deep learning’ (...)
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  6.  12
    The dual-impulse of modernity.Ariel Sarid - 2018 - Educational Philosophy and Theory 50 (14):1394-1395.
    This paper seeks to briefly address the question of what comes next after postmode nity as an educational intellectual movement. Building particularly on Habermas, it is claimed that there is no alternative to Modernist thought in its recent reconstructive variants. The inherent dual-impulse of Modernity offers both an ongoing communicative-critical basis to critique knowledge and values as well as to safeguard principles that are necessary for sustaining a coheent understanding of education.
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