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  1.  36
    Thinking Education Through Alain Badiou.Kent den Heyer (ed.) - 2010 - Wiley-Blackwell.
    _Thinking Education Through Alain Badiou_ represents the first collection to explore the educational implications of French philosopher Alain Badiou's challenge to contemporary philosophical orthodoxy put forth in his 1993 work, _Ethics: An Essay on the Understanding of Evil._ Represents the first collection of work in education to grapple with what Alain Badiou might mean for the enterprise of schooling Takes up Badiou's challenge to contemporary and conventional Anglo-American doxa Includes original essays by experts in several different educational fields.
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  2. Thinking Education Through Alain Badiou.Kent den Heyer (ed.) - 2010 - Wiley-Blackwell.
    _Thinking Education Through Alain Badiou_ represents the first collection to explore the educational implications of French philosopher Alain Badiou's challenge to contemporary philosophical orthodoxy put forth in his 1993 work, _Ethics: An Essay on the Understanding of Evil._ Represents the first collection of work in education to grapple with what Alain Badiou might mean for the enterprise of schooling Takes up Badiou's challenge to contemporary and conventional Anglo-American doxa Includes original essays by experts in several different educational fields.
     
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  3.  20
    Configuring Historical Facts Through Historical Fiction: Agency, Art-in-Fact, and Imagination as Stepping Stones Between Then and Now.Kent den Heyer & Alexandra Fidyk - 2007 - Educational Theory 57 (2):141-157.
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  4.  23
    Introduction to Special Issue: Alain Badiou: 'Becoming Subject' to Education.Kent Den Heyer - 2010 - Educational Philosophy and Theory 42 (2):152-158.
  5.  13
    Introduction: Alain Badiou:'Becoming Subject'to Education.Kent den Heyer - 2010 - In Kent Den Heyer (ed.), Thinking Education Through Alain Badiou. Wiley-Blackwell.
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  6.  14
    Education as an Affirmative Invention: Alain Badiou and the Purpose of Teaching and Curriculum.Kent Den Heyer - 2009 - Educational Theory 59 (4):441-463.
    Schools can be places where students articulate a preferred social future and exercise informed judgment with others toward that goal. Yet, educators have few examples of what a curriculum explicitly concerned with undertaking such a process might look like. Distinct from questions about how best to receive an Other or social science investigations of what may constitute educational “best practices,” Kent den Heyer explores here the ways in which the work of Alain Badiou provides for a more proactive arrangement of (...)
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