Thinking, Childhood, and Time: Contemporary Perspectives on the Politics of Education 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.
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.
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
Walter Omar Kohan is professor in the Childhood Studies Department at the State University of Rio de Janeiro.
Barbara Weber is associate professor and program chair of the Interdisciplinary Studies Graduate Program (ISGP) at the University of British Columbia.
Peter Costello is associate professor of philosophy at Providence College. His research is centered in phenomenology, particularly focused on Husserl, Edith Stein, and Merleau-Ponty. He has written articles on phenomenology and both modernist literature and contemporary American drama. His book Layers in Husserl's Phenomenology: On Meaning and Intersubjectivity is forthcoming from the University of Toronto Press.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
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Hardback. Etat : New. Thinking, Childhood, and Time: Contemporary Perspectives on the Politics of Education 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. 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. N° de réf. du vendeur LU-9781793604583
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Hardcover. Etat : new. Hardcover. Thinking, Childhood, and Time: Contemporary Perspectives on the Politics of Education is an interdisciplinary exploration of the notion of childhood and its place in a philosophical education. Contributors consider childrens experiences of time, space, embodiment, and thinking. By acknowledging Hannah Arendts 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. The contributors explore childhood as a philosophical concept in children, adults, and even beyond human beingsChildhood 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. This book is an interdisciplinary exploration of the notion of childhood and its place in philosophical education.Childhood is not seen as a developmental state that needs to be overcome, but rather an existential state thatconstitutes a significant part of being human as well as the (forgotten) dimension of the world itself. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. N° de réf. du vendeur 9781793604583
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Hardcover. Etat : new. Hardcover. Thinking, Childhood, and Time: Contemporary Perspectives on the Politics of Education is an interdisciplinary exploration of the notion of childhood and its place in a philosophical education. Contributors consider childrens experiences of time, space, embodiment, and thinking. By acknowledging Hannah Arendts 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. The contributors explore childhood as a philosophical concept in children, adults, and even beyond human beingsChildhood 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. This book is an interdisciplinary exploration of the notion of childhood and its place in philosophical education.Childhood is not seen as a developmental state that needs to be overcome, but rather an existential state thatconstitutes a significant part of being human as well as the (forgotten) dimension of the world itself. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. N° de réf. du vendeur 9781793604583
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Etat : New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. This book is an interdisciplinary exploration of the notion of childhood and its place in philosophical education. Childhood is not seen as a developmental state that needs to be overcome, but rather an existential state thatconstitutes a significant part. N° de réf. du vendeur 394026249
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