LEADER 03566nam 22006375 450 001 9910737294603321 005 20240202102047.0 010 $a981-9934-75-3 024 7 $a10.1007/978-981-99-3475-1 035 $a(CKB)5700000000428129 035 $a(MiAaPQ)EBC30717211 035 $a(Au-PeEL)EBL30717211 035 $a(DE-He213)978-981-99-3475-1 035 $a(OCoLC)1395567191 035 $a(EXLCZ)995700000000428129 100 $a20230821d2023 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPaul Ricoeur$b[electronic resource] $eEmpowering Education, Politics and Society /$fby Alison Scott-Baumann 205 $a1st ed. 2023. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2023. 215 $a1 online resource (128 pages) 225 1 $aSpringerBriefs on Key Thinkers in Education,$x2211-9388 311 $a981-9934-74-5 327 $a1. Introduction -- 2. The idea of the university -- 3. Communities of Inquiry -- 4. Ric?ur?s early language, activism and Algeria -- 5. 1968 and campus shock at Nanterre -- 6. Challenging ?bad infinity? -- 7. The politics of pedagogy leading to polity praxis -- Conclusion. 330 $aThis open access book employs Paul Ricoeur's methodologies to identify, challenge, and replace with responsible language the many continuing abuses of power, including in the university curriculum and in the international discourse of right-wing populism. Using Ricoeur?s philosophy, the book provides a meta-frame for current debates about the university and a pragmatic micro-frame for supporting staff and students to develop important conversations on campus. It introduces the Community of Inquiry approach and describes its use to engage with complex ideas on which society has recently become silent. By contrasting Ricoeur?s work on Algeria and his work in Chicago, USA, .a bias blind spot is revealed in his desire for dialectical balance and reciprocity. This prevented him (and for some years the author) from accepting the connections between colonialism, slavery and racism and the urgent need for reparative justice. With Ricoeur, the readers can think differently: how to recognize and tackle racism and the democratic deficit, how to reduce epistemic injustice by learning how to speak out, how to move away from forced polarities and develop a pedagogy of hope as well as an acceptance of provisionality and the intractability of certain existential problems. . 410 0$aSpringerBriefs on Key Thinkers in Education,$x2211-9388 606 $aEducation$xPhilosophy 606 $aEducation, Higher 606 $aPhilosophical anthropology 606 $aEducational Philosophy 606 $aPhilosophy of Education 606 $aHigher Education 606 $aPhilosophical Anthropology 606 $aFilosofia de l'educació$2thub 608 $aLlibres electrònics$2thub 615 0$aEducation$xPhilosophy. 615 0$aEducation, Higher. 615 0$aPhilosophical anthropology. 615 14$aEducational Philosophy. 615 24$aPhilosophy of Education. 615 24$aHigher Education. 615 24$aPhilosophical Anthropology. 615 7$aFilosofia de l'educació 676 $a370.1 700 $aScott-Baumann$b Alison$01198391 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910737294603321 996 $aPaul Ricoeur$93553379 997 $aUNINA