00799nam 2200253la 450 991048121300332120210618142950.0(UK-CbPIL)2090323423(CKB)5500000000084214(EXLCZ)99550000000008421420210618d1530 uy |laturcn||||a|bb|Petri Bembi De Aetna ad Angelum Chabrielem liber[electronic resource]Italy [s.n.]1530Online resource ([16] c., 4º)Reproduction of original in Biblioteca Nazionale Centrale di Firenze.Bembo Pietro1470-1547.39289Uk-CbPILUk-CbPILBOOK9910481213003321De Aetna ad Angelum Chabrielem liber1480500UNINA04023nam 22008775 450 991096493440332120240312140357.0978128373752412837375239781137026187113702618910.1057/9781137026187(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(Perlego)3507538(EXLCZ)99267000000026404720151226d2012 u| 0engur|n|---|||||txtccrJohn Dewey’s Philosophy of Education 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.9781349439102 134943910X 9781137026170 1137026170 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 sociologyEducationPhilosophyEducationHistorySocial sciencesSociology of EducationEducational PhilosophyPhilosophy of EducationHistory of EducationSocietyEducational sociology.EducationPhilosophy.EducationHistory.Social sciences.Sociology of Education.Educational Philosophy.Philosophy of Education.History of Education.Society.370.1EDU040000bisacshGarrison James W.1949-1793131Neubert Stefan1007264Reich Kersten1007265MiAaPQMiAaPQMiAaPQBOOK9910964934403321John Dewey’s Philosophy of Education4332686UNINA