04452nam 22008055 450 991078596090332120200920035953.01-283-73752-31-137-02618-910.1057/9781137026187(CKB)2670000000264047(EBL)1058227(SSID)ssj0000756117(PQKBManifestationID)12314361(PQKBTitleCode)TC0000756117(PQKBWorkID)10733078(PQKB)10147954(SSID)ssj0001659024(PQKBManifestationID)16439454(PQKBTitleCode)TC0001659024(PQKBWorkID)14985918(PQKB)11150266(DE-He213)978-1-137-02618-7(MiAaPQ)EBC1058227(EXLCZ)99267000000026404720151226d2012 u| 0engur|n|---|||||txtccrJohn Dewey’s Philosophy of Education[electronic resource] An Introduction and Recontextualization for Our Times /by J. Garrison, S. Neubert, K. Reich1st ed. 2012.New York :Palgrave Macmillan US :Imprint: Palgrave Macmillan,2012.1 online resource (233 p.)Description based upon print version of record.1-349-43910-X 1-137-02617-0 Includes bibliographical references and indexes.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 Turn; Part 4 Criticism and Concerns-Reconstructing Dewey for Our Times; Notes; Bibliography; Author Index; Subject IndexJohn 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.Educational sociologyEducation—PhilosophyPhilosophy and social sciencesEducation—HistorySocial sciencesSociology of Educationhttps://scigraph.springernature.com/ontologies/product-market-codes/O29000Educational Philosophyhttps://scigraph.springernature.com/ontologies/product-market-codes/O38000Philosophy of Educationhttps://scigraph.springernature.com/ontologies/product-market-codes/E25000History of Educationhttps://scigraph.springernature.com/ontologies/product-market-codes/O44000Social Sciences, generalhttps://scigraph.springernature.com/ontologies/product-market-codes/X00000Educational sociology.Education—Philosophy.Philosophy and social sciences.Education—History.Social sciences.Sociology of Education.Educational Philosophy.Philosophy of Education.History of Education.Social Sciences, general.370.1EDU040000bisacshGarrison Jauthttp://id.loc.gov/vocabulary/relators/aut1561131Neubert Sauthttp://id.loc.gov/vocabulary/relators/autReich Kauthttp://id.loc.gov/vocabulary/relators/autBOOK9910785960903321John Dewey’s Philosophy of Education3827608UNINA