Details
Thinking, Childhood, and Time
Contemporary Perspectives on the Politics of EducationPhilosophy of Childhood
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44,99 € |
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| Verlag: | Lexington Books |
| Format: | EPUB |
| Veröffentl.: | 06.10.2020 |
| ISBN/EAN: | 9781793604590 |
| Sprache: | englisch |
| Anzahl Seiten: | 240 |
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Beschreibungen
<p><span>Thinking, Childhood, and Time: Contemporary Perspectives on the Politics of Education</span><span> is an interdisciplinary exploration of the notion of childhood and its place in a philosophical education. Contributors consider children’s experiences of time, space, embodiment, and thinking. By acknowledging Hannah Arendt’s notion that every child brings a new beginning into the world, they address the question of how educators can be more responsive to the Otherness that childhood offers, while assuming that most educational models follow either a chronological model of child development or view children as human beings that are lacking. </span></p>
<p><span>The contributors explore childhood as a philosophical concept in children, adults, and even beyond human beings—Childhood as a (forgotten) dimension of the world. Contributors also argue that a pedagogy that does not aim for an “exodus of childhood,” but rather responds to the arrival of a new human being responsibly (dialogically), fosters a deeper appreciation of the newness that children bring in order to sensitize us for our own Childhood as adults as well and allow us to welcome other forms of childhood in the world. As a whole, this book argues that the experience of natality, such as the beginning of life, is not chronologically determined, but rather can occur more than once in a human life and beyond. Scholars of philosophy, education, psychology, and childhood studies will find this book particularly useful. </span></p>
<p><span>The contributors explore childhood as a philosophical concept in children, adults, and even beyond human beings—Childhood as a (forgotten) dimension of the world. Contributors also argue that a pedagogy that does not aim for an “exodus of childhood,” but rather responds to the arrival of a new human being responsibly (dialogically), fosters a deeper appreciation of the newness that children bring in order to sensitize us for our own Childhood as adults as well and allow us to welcome other forms of childhood in the world. As a whole, this book argues that the experience of natality, such as the beginning of life, is not chronologically determined, but rather can occur more than once in a human life and beyond. Scholars of philosophy, education, psychology, and childhood studies will find this book particularly useful. </span></p>
<p><span>This book is an interdisciplinary exploration of the notion of childhood and its place in philosophical education.</span></p>
<p><span>Childhood is not seen as a developmental state that needs to be overcome, but rather an existential state that</span></p>
<p><span>constitutes a significant part of being human as well as the (forgotten) dimension of the world itself.</span></p>
<p><span>Childhood is not seen as a developmental state that needs to be overcome, but rather an existential state that</span></p>
<p><span>constitutes a significant part of being human as well as the (forgotten) dimension of the world itself.</span></p>
<p><span>Acknowledgments</span></p>
<p></p>
<p><span>Part One: Phenomenological Explorations of Time, Thinking and Embodiment</span></p>
<p></p>
<p><span>Chapter 1: Childhood and the Genesis of Time: A Phenomenological Approach</span></p>
<p><span>James Mensch</span></p>
<p><span>Chapter 2: Child and Time: A Phenomenological Journey into the Human Conditions of Education</span></p>
<p><span>Barbara Weber</span></p>
<p><span>Chapter 3: Think Like a Girl: Scout’s Time and Experience in </span><span>To Kill a Mockingbird</span></p>
<p><span>Peter Costello</span></p>
<p><span>Chapter 4: Listening, </span><span>Phronein</span><span> and the First Principle of Happiness</span></p>
<p><span>Pablo Muruzábal Lamberti</span></p>
<p><span>Chapter 5: Thinking and the Play of Being</span></p>
<p><span>Michael A. Bonnett</span></p>
<p><span>Chapter 6: Philosophia Ludens for Children: A Proposal to Play and to Think</span></p>
<p><span>Annalisa Caputo</span></p>
<p><span> </span></p>
<p><span>Part Two: Decolonial and Postructuralist Perspectives on the Politics of Education</span></p>
<p></p>
<p><span>Chapter 7: Becoming Child: Wild Being and the Post-Human</span></p>
<p><span>David Kennedy</span></p>
<p><span>Chapter 8: Paulo Freire and the Childhood of a Philosophical and Educational Life</span></p>
<p><span>Walter Omar Kohan</span></p>
<p><span>Chapter 9: Democratic Child’s Play: Natality, Responsible Education, and Decolonial Praxis</span></p>
<p><span>Toby Rollo</span></p>
<p><span>Chapter 10: Posthuman Child: De(con)structing Western Notions of Child Agency</span></p>
<p><span>Karin Murris</span></p>
<p><span>Chapter 11: Relational Openings for The Otherwise: Thinking Community as What is Not…</span></p>
<p><span>Cristina Delgado Vintimilla </span></p>
<p><span>Chapter 12: Life as a Pedagogical Concept</span></p>
<p><span>Iris Berger and Adrienne Argent</span></p>
<p><span>Chapter 13: Natures, Cultures and Education: Anarcheologies of the Present</span></p>
<p><span>Juliana Merçon</span></p>
<p><span>About the Contributors</span></p>
<p></p>
<p></p>
<p><span>Part One: Phenomenological Explorations of Time, Thinking and Embodiment</span></p>
<p></p>
<p><span>Chapter 1: Childhood and the Genesis of Time: A Phenomenological Approach</span></p>
<p><span>James Mensch</span></p>
<p><span>Chapter 2: Child and Time: A Phenomenological Journey into the Human Conditions of Education</span></p>
<p><span>Barbara Weber</span></p>
<p><span>Chapter 3: Think Like a Girl: Scout’s Time and Experience in </span><span>To Kill a Mockingbird</span></p>
<p><span>Peter Costello</span></p>
<p><span>Chapter 4: Listening, </span><span>Phronein</span><span> and the First Principle of Happiness</span></p>
<p><span>Pablo Muruzábal Lamberti</span></p>
<p><span>Chapter 5: Thinking and the Play of Being</span></p>
<p><span>Michael A. Bonnett</span></p>
<p><span>Chapter 6: Philosophia Ludens for Children: A Proposal to Play and to Think</span></p>
<p><span>Annalisa Caputo</span></p>
<p><span> </span></p>
<p><span>Part Two: Decolonial and Postructuralist Perspectives on the Politics of Education</span></p>
<p></p>
<p><span>Chapter 7: Becoming Child: Wild Being and the Post-Human</span></p>
<p><span>David Kennedy</span></p>
<p><span>Chapter 8: Paulo Freire and the Childhood of a Philosophical and Educational Life</span></p>
<p><span>Walter Omar Kohan</span></p>
<p><span>Chapter 9: Democratic Child’s Play: Natality, Responsible Education, and Decolonial Praxis</span></p>
<p><span>Toby Rollo</span></p>
<p><span>Chapter 10: Posthuman Child: De(con)structing Western Notions of Child Agency</span></p>
<p><span>Karin Murris</span></p>
<p><span>Chapter 11: Relational Openings for The Otherwise: Thinking Community as What is Not…</span></p>
<p><span>Cristina Delgado Vintimilla </span></p>
<p><span>Chapter 12: Life as a Pedagogical Concept</span></p>
<p><span>Iris Berger and Adrienne Argent</span></p>
<p><span>Chapter 13: Natures, Cultures and Education: Anarcheologies of the Present</span></p>
<p><span>Juliana Merçon</span></p>
<p><span>About the Contributors</span></p>
<p></p>
<p><span>Walter Omar Kohan</span><span> is professor </span><span>in the Childhood Studies Department</span><span> at the State University of Rio de Janeiro.</span></p>
<p><span>Barbara Weber</span><span> is associate professor and program chair of the Interdisciplinary Studies Graduate Program (ISGP) at the University of British Columbia. </span></p>
<p><span>Barbara Weber</span><span> is associate professor and program chair of the Interdisciplinary Studies Graduate Program (ISGP) at the University of British Columbia. </span></p>
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