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Pradeep A. Dhillon [6]Pradeep Dhillon [4]Pradeep Ajit Dhillon [1]
  1.  33
    Lyotard: just education.Pradeep Ajit Dhillon & Paul Standish (eds.) - 2000 - New York: Routledge.
    Following Lyotard's death in 1998, this book provides an exploration of the recurrent theme of education in his work. It brings to a wider audience the significance of a body of thought about education that is subtle, profound and still largely unexplored. This book also makes an important contribution to contemporary debates on postmodernism and education.
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  2. The sublime face of just education.Pradeep Dhillon - 2000 - In Pradeep Ajit Dhillon & Paul Standish (eds.), Lyotard: Just Education. Routledge. pp. 110--124.
     
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  3.  11
    The Potential of Education for Creating Mutual Trust: Schools as sites for deliberation.Pradeep Dhillon & Tomas Englund - 2011 - Educational Philosophy and Theory 43 (3):236-248.
    Is it possible to look at schools as spaces for encounters? Could schools contribute to a deliberative mode of communication in a manner better suited to our own time and to areas where different cultures meet? Inspired primarily by classical (Dewey) and modern (Habermas) pragmatists, I turn to Seyla Benhabib, posing the question whether she supports the proposition that schools can be sites for deliberative communication. I argue that a school that engages in deliberative communication, with its stress on mutual (...)
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  4. The Role of Education in Freedom from Poverty as a Human Right.Pradeep Dhillon - 2011 - Educational Philosophy and Theory 43 (3):249-259.
    Education lies at the heart of the Universal Declaration of Human Rights (UDHR): ‘Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms’. However, when education is mentioned in the philosophical literature on human rights, or even within the literature on educational policy, it is usually within the context of its being treated as a specific right—as education as a human right rather than human rights education. (...)
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  5.  22
    At Home: Somaesthetics and Re-Education in Architecture from a Global Perspective.Pradeep A. Dhillon - 2015 - Contemporary Pragmatism 12 (1):116-134.
    In this essay, I first argue for the importance of somaesthetics in thinking about “autonomy” and “atmosphere” in architecture in a manner that brings about a critical re-education. Refusing the strict distinction between these architectural approaches through a turn to somaesthetics, I then turn to Kant’s theory of reflective judgment to set forth discursive possibilities for arriving at some understanding of the concept of architectural atmosphere. Finally, I suggest ways in which somaesthetics and Kantian thought can be seen as mutually (...)
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  6.  27
    Examples of Moral Perfectionism from a Global Perspective.Pradeep A. Dhillon - 2014 - Journal of Aesthetic Education 48 (3):41-57.
    (Un conversation honnete) … pour la justice, la sincerité, l’amitié, et le courage: je soustiens que ces quatre qualitez sont le fondement de la morale des honnestes gens.In this time of grave global concern, awareness, and exchange, there is a pressing need for an adequate global moral theory.1 Within the various areas of the humanities and the social sciences, value scholarship, which is dominated by concerns of cultural particularity, is consequently placed in serious dispute. In ethics and aesthetics, the narrow (...)
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  7.  3
    Literary Fonn and Philosophical Argument in Premodem Texts.Pradeep A. Dhillon - 1998 - Dialogue and Universalism 8 (11):131-141.
    I examine a link between forms of argument and aesthetics that occur in "premodem" Westem and non-Western texts so as to build toward a universal theory of knowledge while taking postmodern criticisms seriously. Such a method allows for dialogue across time and space. Specifically, I focus on John Bunyan's "Apology" for the Pilgrim s Progress, published in 1674, and the Tibetan logician Acarya Dignaga's fifth-century treatise Hetucakra. Their claims to tmth proceed through allegory and poetry. This examination does not settle (...)
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  8.  2
    Multicultural Education.Pradeep A. Dhillon & J. Mark Halstead - 2003 - In Nigel Blake, Paul Smeyers, Richard Smith & Paul Standish (eds.), The Blackwell Guide to the Philosophy of Education. Oxford, UK: Blackwell. pp. 146–161.
    This chapter contains sections titled: Origins and Issues A Liberal Vision of Multicultural Education Shared Concerns: The Possibility of Universal Moral Action Cultural Integrity and Complexity Toward a Deep Humanism.
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  9.  1
    “Missing the Adventure” in International Development.Pradeep A. Dhillon - 2013 - Philosophy of Education 69:362-365.
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  10. Naturalizing aesthetics : moderate formalism and global education.Pradeep A. Dhillon - 2016 - In Clarence W. Joldersma (ed.), Neuroscience and Education: A Philosophical Appraisal. Routledge.
     
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  11.  31
    Irony and Singularity: Aesthetic Education from Kant to Levinas: Book Reviews. [REVIEW]Pradeep Dhillon - 2007 - British Journal of Aesthetics 47 (2):221-223.