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Childhood and the Philosophy of Education: An Anti-Aristotelian Perspective (Continuum Studies in Educational Research) ebook

by Anthony Haynes,Andrew Stables


Article in Studies in Philosophy and Education 29(6) · November 2010 .

Article in Studies in Philosophy and Education 29(6) · November 2010 with 19 Reads. DOI: 1. 007/s11217-01200-0. Cite this publication. The paper abandons this perspective of weak anticipation in favor of what has been called strong anticipation. It is proposed that anticipation is a consequence of canalization caused by the organization of the struc-tural building-blocks of which the system in question consists.

Continuum Studies in Education, 2008 (hardback); 2011 (paperback). Analytically the book focuses on how notions of childhood have impacted educational thought and practice, and here the book displays ample historical and philosophical detail making it a rich resource. Authors and affiliations. Biesta, G. J. (1998). Mead, intersubjectivity, and education: The early writings.

One Aristotelian legacy is the unquestioned belief that societies must educate the young irrespective of the latter's wishes. Andrew Stables in Professor of Education and Philosophy in the Department of Education at the University of Bath, UK. Библиографические данные. Another is that childhood must be grown out of and left behind.

T2 - an Anti-Aristotelian Perspective. AU - Stables, Andrew. BT - Childhood and the Philosophy of Education. N2 - A study that critically examines the basis for the growing belief that compulsory education is a necessary social good. PB - Continuum International Publishing Group.

This is a very useful book for educational studies and philosophy.

0826499724 (ISBN13: 9780826499721). Stables maps 3 conceptions of childhood against 5 key cultural and historical perspectives from Aristotle to the present which is useful to undergraduates. He argues for a semiotic perspective which insists children are just as much 'semiotic eng. This is a very useful book for educational studies and philosophy. It provides a broad philosophical view of childhood fromAristotle to now.

One Aristotelian legacy is the unquestioned belief that societies must . Andrew Stables - 2010 - Studies in Philosophy and Education 29 (6):587-589

One Aristotelian legacy is the unquestioned belief that societies must educate the young. Joanna Haynes & Karin Murris - 2013 - Studies in Philosophy and Education 32 (3):217-227. Gert J. Biesta - 2010 - Studies in Philosophy and Education 29 (6):579-585. Andrew Stables - 2010 - Studies in Philosophy and Education 29 (6):587-589. Overflowing Every Idea of Age, Very Young Children as Educators. Nina Johannesen - 2013 - Studies in Philosophy and Education 32 (3):285-296.

Despite much rhetoric concerning either the sinfulness or purity of children (as in Puritanism and Romanticism respectively), the assumption that children are marginal has endured.

Childhood and the Philosophy of Education : An Anti-Aristotelian Perspective. Walmart 9781441198334.

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Black & White Illustrations. Trade Paperback (Us). Country of Publication. Paperback 2011-Now Philosophy Books in English. Vintage Paperback Philosophy Books. Popular Philosophy Paperback 2011-Now Publication Year Philosophy Books. Philosophy Paperback Books in Lao. This item doesn't belong on this page.

Continuum studies in education. Education Philosophy Children and philosophy. Download now Childhood and the philosophy of education : an anti-Aristotelian perspective Andrew Stables. Download PDF book format. Download DOC book format.

Philosophical accounts of childhood have tended to derive from Plato and Aristotle, who portrayed children (like women, animals, slaves, and the mob) as unreasonable and incomplete in terms of lacking formal and final causes and ends. Despite much rhetoric concerning either the sinfulness or purity of children (as in Puritanism and Romanticism respectively), the assumption that children are marginal has endured. Modern theories, including recent interpretations of neuroscience, have re-enforced this sense of children's incompleteness. 

This fascinating monograph seeks to overturn this philosophical tradition. It develops instead a "fully semiotic" perspective, arguing that in so far as children are no more or less interpreters of the world than adults, they are no more or less reasoning agents. This, the book shows, has radical implications, particularly for the question of how we seek to educate children. One Aristotelian legacy is the unquestioned belief that societies must educate the young irrespective of the latter's wishes. Another is that childhood must be grown out of and left behind.

Childhood and the Philosophy of Education: An Anti-Aristotelian Perspective (Continuum Studies in Educational Research) ebook
Author:
Anthony Haynes,Andrew Stables
Category:
Schools & Teaching
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EPUB size:
1951 kb
FB2 size:
1657 kb
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1254 kb
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Publisher:
Continuum; 1 edition (February 20, 2009)
Pages:
210 pages
Rating:
4.4
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