Welcome to our book review site go-pdf.online!
You may have to Search all our reviewed books and magazines, click the sign up button below to create a free account.
Theories of Bildung and Growth
Continental philosophy of education and North American educational thinking are two traditions of their own, yet it is fruitful to compare for similarities and differences between the two and thus generate interest in a mutual dialogue and exchange between European and North American of philosophy of education. The present book analyzes theoretical thinking on education from the standpoints of both traditions. The book deals with continental educational thinking while discussing the notion of Bildung and its diversity, from J.A.Comenius to Th. Adorno. In addition, the book discusses the idea of growth inherited from American progressive education and classical Pragmatism. The various contrib...
International Impact on 19th Century Norwegian Education
This book examines Norwegian education throughout the course of the 19th century, and discusses its development in light of broader transnational impulses. The nineteenth century is regarded as a period of increasing national consciousness in Norway, pointing forward to the political independency that the country was granted in 1905. Education played an important role in this process of nationalisation: the author posits that transnational – for the most part Scandinavian – impulses were more decisive for the development of Norwegian education than has been acknowledged in previous research. Drawing on the work of educator and school bureaucrat Hartvig Nissen, who is recognised as the most important educational strategist in 19th century Norway, this book will be of interest to scholars of the history of education and Norwegian education more generally.
University Jubilees and University History Writing
Researching and writing its history has always been one of the tasks of the university, particularly on the occasion of anniversary celebrations. Through case studies of Prague (1848, 1948), Oslo (1911), Cluj (from 1919), Leipzig (2009) and Trondheim (2010), this book shows the continuity of the close relationship between jubilees and university historiography and the impact of this interaction on the jubilee publications and academic heritage. Up to today, historians are faced with the challenge of finding a balance between an engaged, celebratory approach and a more distant, academically critical one. In its third part, the book aims to go beyond the jubilee and presents three other ways of writing university history, by focusing on the university as an educational institution. Contributors are: Thomas Brandt, Pieter Dhondt, Marek Ďurčanský, Jonas Flöter, Jorunn Sem Fure, Trude Maurer, Emmanuelle Picard, Ana-Maria Stan and Johan Östling.
Critical Ancient World Studies
This volume explores and elucidates critical ancient world studies (CAWS), a new model for the study of the ancient world operating critically, setting itself against a long history of a discipline formulated to naturalise a hierarchical, white supremacist origin story for an imagined modern West. CAWS is a methodology for the study of antiquity that shifts away from the assumptions and approaches of the discipline known as classical studies and/or classics. Although it seeks to reckon with the discipline’s colonial history, it is not simply the application of decolonial theory or the search to uncover subaltern narratives in a subject that has special relevance to the privileged and power...
Schools in Transition
School is one of the most focal institutions in modern society. It is largely through the institutionalized forms of education that modern society attempts to secure and maintain its social and economic well-being and its valuable cultural life forms. In addition to this, school is the essential institution through which the future of a society is defined. Thus, at least when understood traditionally as a pedagogical institution, the school stands at the center of historically and socially constructed cultural life forms and at the brink of an unknown future: the determination of that future characterizes the pedagogical task of the school. It naturally ensues then, that modern discourses of...
Talent Development, Existential Philosophy and Sport
'Why don’t young athletes in sport just quit?’ Starting with this question and drawing on existential philosophy, phenomenology and hermeneutics, Talent Development, Existential Philosophy and Sport seeks a deeper understanding of the experience of being a talented young sportsperson striving to become an elite athlete. As an alternative to conventional approaches to talent development governed by a worldview of instrumental rationality, the book introduces key ideas from educational philosophy to describe talent development through the concept of elite-Bildung. It pursues an existential understanding of developing in sport as a process of freedom, self-transcendence, striving for excell...
Barbara Bodichon’s Epistolary Education
"This book brings together feminist histories in education with an innovative approach to epistolary narrative analytics. In deploying the notion of the epistolary bildung the author rigorously and eloquently shows how the correspondence of Barbara Bodichon can shed fresh light in a range of personal problems and public issues in women’s lives, which remain relevant today" - Maria Tamboukou, Professor of Feminist Studies, University of East London, UK This book assesses Barbara Bodichon’s significance in the history of the women’s movement in Britain by elaborating a conceptualisation of letters as sources of feminist development. Bodichon was the leader of the first women’s suffrage...
Philosophy of Culture as Theory, Method, and Way of Life
The authors of this collection argue that all philosophy is really philosophy of culture and that through it we can live more meaningful, flourishing, and wisely guided lives.
Music, Education, and Religion
Music, Education, and Religion: Intersections and Entanglements explores the critical role that religion can play in formal and informal music education. As in broader educational studies, research in music education has tended to sidestep the religious dimensions of teaching and learning, often reflecting common assumptions of secularity in contemporary schooling in many parts of the world. This book considers the ways in which the forces of religion and belief construct and complicate the values and practices of music education—including teacher education, curriculum texts, and teaching repertoires. The contributors to this volume embrace a range of perspectives from a variety of disciplines, examining religious, agnostic, skeptical, and atheistic points of view. Music, Education, and Religion is a valuable resource for all music teachers and scholars in related fields, interrogating the sociocultural and epistemological underpinnings of music repertoires and global educational practices.
The Origins of German Self-Cultivation
Recent devaluations of a liberal arts education call the formative concept of Bildung, a defining model of self-cultivation rooted in 18th and 19th century German philosophy and culture, into question and force us to reconsider what it once meant and now means to be an “educated” individual. This volume uses an arc of interdisciplinary scholarship to map both the epistemological origins and cultural expressions of the pivotal notion of Bildung at the heart of pursuit in the humanities. From its intriguing original historical manifestations to its continuing resonance in current ongoing debates surrounding the humanities, the editors urge us to ask and discover how the classical concept of Bildung, so central to humanistic inquiry, was historically imagined and applied in its original German context.
