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1. |
Record Nr. |
UNINA9911091377903321 |
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Autore |
Lindner Nicolas |
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Titolo |
Acting together : An integrated account of joint action / Nicolas Lindner |
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Pubbl/distr/stampa |
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Paderborn, : Brill | mentis, 2020 |
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ISBN |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (181 pages) : illustrations |
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Disciplina |
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Soggetti |
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Soziale Kognition |
kollektive Intentionalität |
soziokognitive Fähigkeiten |
gemeinsames Handeln |
Kooperation |
Michael Bratman |
Michael Tomasello |
social cognition |
shared agency |
collective intentionality |
sociocognitive capacities |
cooperation |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references (pages [155]-169). |
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Sommario/riassunto |
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Without joint action, man’s cultural, scientific and everyday achievements would be unthinkable. What special cognitive abilities make it possible for this to happen so often and in so many ways? Dancing, waging war, building a castle together in the sandbox - joint action is a central component of everyday life and the success of mankind. This ability is based on special socio-cognitive abilities, the scope and interplay of which characterize the human species. Literature often focuses on the large and complex forms of joint action.This book represents an attempt to present a philosophical reconstruction of joint action through an interdisciplinary investigation of small forms with few actors. This is suitable for explaining the behavior of children and |
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adults, as well as for taking into account empirical results from related disciplines, especially developmental psychology. |
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2. |
Record Nr. |
UNINA9911143318803321 |
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Autore |
Garrison James W. <1949-> |
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Titolo |
John Dewey’s Philosophy of Education : An Introduction and Recontextualization for Our Times / / by J. Garrison, S. Neubert, K. Reich |
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Pubbl/distr/stampa |
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New York : , : Palgrave Macmillan US : , : Imprint : Palgrave Macmillan, , 2012 |
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ISBN |
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9781283737524 |
1283737523 |
9781137026187 |
1137026189 |
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Edizione |
[1st ed. 2012.] |
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Descrizione fisica |
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1 online resource (233 p.) |
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Classificazione |
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Altri autori (Persone) |
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NeubertStefan |
ReichKersten |
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Disciplina |
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Soggetti |
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Educational sociology |
Education - Philosophy |
Education - History |
Social sciences |
Sociology of Education |
Educational Philosophy |
Philosophy of Education |
History of Education |
Society |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and indexes. |
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Nota di contenuto |
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Cover; Half-Title; Title; Copyright; Contents; List of Figures; Introduction; Part 1 Education and Culture-The Cultural Turn; Part 2 Education as Reconstruction of Experience- The Constructive Turn; Part 3 Education, Communication, and Democracy- The Communicative |
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Turn; Part 4 Criticism and Concerns-Reconstructing Dewey for Our Times; Notes; Bibliography; Author Index; Subject Index |
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Sommario/riassunto |
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John Dewey is considered not only as one of the founders of pragmatism, but also as an educational classic whose approaches to education and learning still exercise great influence on current discourses and practices internationally. In this book, the authors first provide an introduction to Dewey's educational theories that is founded on a broad and comprehensive reading of his philosophy as a whole. They discuss Dewey's path-breaking contributions by focusing on three important paradigm shifts – namely, the cultural, constructive, and communicative turns in twentieth-century educational thinking. Secondly, the authors recontexualize Dewey for a new generation who has come of age in a very different world than that in which Dewey lived and wrote by connecting his philosophy with six recent and influential discourses (Bauman, Foucault, Bourdieu, Derrida, Levinas, Rorty). These serve as models for other recontexualizations that readers might wish to carry out for themselves. |
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