LEADER 04270nam 22006971 450 001 9910153176303321 005 20100602131852.0 010 $a1-4725-4106-5 010 $a1-4411-9018-X 024 7 $a10.5040/9781472541062 035 $a(CKB)3710000000109849 035 $a(EBL)1644319 035 $a(SSID)ssj0001235391 035 $a(PQKBManifestationID)11654308 035 $a(PQKBTitleCode)TC0001235391 035 $a(PQKBWorkID)11222883 035 $a(PQKB)10244072 035 $a(SSID)ssj0001623379 035 $a(PQKBManifestationID)16359315 035 $a(PQKBTitleCode)TC0001623379 035 $a(PQKBWorkID)14929671 035 $a(PQKB)10553374 035 $a(MiAaPQ)EBC1644319 035 $a(Au-PeEL)EBL1644319 035 $a(CaPaEBR)ebr10867486 035 $a(CaONFJC)MIL615959 035 $a(OCoLC)893336467 035 $a(OCoLC)1167119273 035 $a(UtOrBLW)bpp09256819 035 $a(EXLCZ)993710000000109849 100 $a20140929d2008 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aChildhood and the philosophy of education $ean anti-Aristotelian perspective /$fAndrew Stables 210 1$aLondon ;$aNew York :$cContinuum International Pub.,$d2008. 215 $a1 online resource (210 p.) 225 1 $aContinuum studies in education 300 $aDescription based upon print version of record. 311 $a0-8264-9972-4 311 $a1-4411-9833-4 320 $aIncludes bibliographical references (pages [194]-200) and index. 327 $aIntroduction: The conception of childhood -- Part I: The Aristotelian Heritage -- 1.1. How Anti-Aristotelian can one be? -- 1.2. Aristotle's debt to Plato -- 1.3. Aristotle: children as people in formation -- 1.4. Histories of childhood: footnotes to Aristotle? -- 1.5. Pessimism and sin: the Puritan child -- 1.6. Optimism and enlightenment: the liberal child -- 1.7. Trailing clouds of glory: the romantic child -- 1.8. The postmodern child: less than not much? -- Part II: A Fully Semiotic View of Childhood -- 2.1. Living as semiotic engagement -- 2.2. The meaning-making semiotic child -- 2.3 Learning and schooling: Dewey and beyond -- Part III: Education Reconsidered -- 3.1. The roots of compulsory schooling -- 3.2 The extension of the in-between years -- 3.3 Teaching for significant events: identity and non-identity -- Part IV: The Child in Society -- 4.1 The child and the law -- 4.2 Semiosis and social policy -- 4.3 Doing children justice -- References -- Index. 330 $a"Philosophical accounts of childhood have tended to derive from Plato and Aristotle, who portrayed children (like women, animals, slaves, and the mob) as unreasonable and incomplete in terms of lacking formal and final causes and ends. Despite much rhetoric concerning either the sinfulness or purity of children (as in Puritanism and Romanticism respectively), the assumption that children are marginal has endured. Modern theories, including recent interpretations of neuroscience, have re-enforced this sense of children's incompleteness. This fascinating monograph seeks to overturn this philosophical tradition. It develops instead a "fully semiotic" perspective, arguing that in so far as children are no more or less interpreters of the world than adults, they are no more or less reasoning agents. This, the book shows, has radical implications, particularly for the question of how we seek to educate children. One Aristotelian legacy is the unquestioned belief that societies must educate the young irrespective of the latter's wishes. Another is that childhood must be grown out of and left behind."--Bloomsbury Publishing. 410 0$aContinuum studies in education. 606 $aChildren and philosophy 606 $aEducation$xPhilosophy 606 $2Organization & management of education 608 $aElectronic books. 615 0$aChildren and philosophy. 615 0$aEducation$xPhilosophy. 676 $a370.1 700 $aStables$b Andrew$f1956-$0853994 801 0$bUtOrBLW 801 1$bUtOrBLW 906 $aBOOK 912 $a9910153176303321 996 $aChildhood and the philosophy of education$91906647 997 $aUNINA