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001 978-3-030-56526-8
003 DE-He213
005 20210227013501.0
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020 _a9783030565268
024 7 _a10.1007/978-3-030-56526-8
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNA
_2bicssc
072 7 _aEDU040000
_2bisacsh
072 7 _aJNA
_2thema
082 0 4 _a370.1
_223
100 1 _aSnir, Itay.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aEducation and Thinking in Continental Philosophy
_h[electronic resource] :
_bThinking against the Current in Adorno, Arendt, Deleuze, Derrida and Rancière /
_cby Itay Snir.
250 _a1st ed. 2020.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2020.
300 _aVIII, 185 p. 1 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aContemporary Philosophies and Theories in Education,
_x2214-9759 ;
_v17
505 0 _a1 Introduction -- 2 Theodor W. Adorno: Minima Pedagogica - Education, Thinking and Experience of Non-identical -- 3 Hannah Arendt: Thinking as Withdrawal and Regeneration of the World -- 4 Gilles Deleuze: Thinking as Making Sense against Common Sense -- 5 Jacques Derrida: Thinking Madness in Education -- 6 Jacques Rancière: Thinking, Equality of Intelligence, and Political Subjectivity -- 7 Conclusion.
520 _aThis book draws on five philosophers from the continental tradition – Theodor Adorno, Hannah Arendt, Gilles Deleuze, Jacques Derrida, and Jacques Rancière – in order to “think about thinking” and offer new and surprising answers to the question: How can we educate students to think creatively and critically? Despite their differences, all of these philosophers challenge the modern understanding of thinking, and offer original, radical perspectives on it. In very different ways, each rejects the modern approach to thinking, as well as the reduction of proper thought to rationality, situating thinking in sociohistorical reality and relating it to political action. Thinking, they argue, is not a natural, automatic activity, and the need to think has become all the more important as political reality seems to exhibit less thinking, or to even celebrate thoughtlessness. Bringing these continental conceptions of thinking to bear on the urgent need to educate young people to think against the current, this book makes a significant contribution to educational theory and political philosophy, one that is particularly relevant in today’s anti-intellectual climate.
650 0 _aEducation—Philosophy.
650 0 _aPhilosophy and social sciences.
650 0 _aPolitical philosophy.
650 0 _aContinental Philosophy.
650 0 _aCurriculums (Courses of study).
650 0 _aEducation—Curricula.
650 1 4 _aEducational Philosophy.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O38000
650 2 4 _aPhilosophy of Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/E25000
650 2 4 _aPolitical Philosophy.
_0https://scigraph.springernature.com/ontologies/product-market-codes/E37000
650 2 4 _aContinental Philosophy.
_0https://scigraph.springernature.com/ontologies/product-market-codes/E47000
650 2 4 _aCurriculum Studies.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O15000
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030565251
776 0 8 _iPrinted edition:
_z9783030565275
776 0 8 _iPrinted edition:
_z9783030565282
830 0 _aContemporary Philosophies and Theories in Education,
_x2214-9759 ;
_v17
856 4 0 _uhttps://doi.org/10.1007/978-3-030-56526-8
942 _2ddc
_cEBOOK
999 _c102547
_d102547