LEADER 04452nam 22008055 450 001 9910785960903321 005 20200920035953.0 010 $a1-283-73752-3 010 $a1-137-02618-9 024 7 $a10.1057/9781137026187 035 $a(CKB)2670000000264047 035 $a(EBL)1058227 035 $a(SSID)ssj0000756117 035 $a(PQKBManifestationID)12314361 035 $a(PQKBTitleCode)TC0000756117 035 $a(PQKBWorkID)10733078 035 $a(PQKB)10147954 035 $a(SSID)ssj0001659024 035 $a(PQKBManifestationID)16439454 035 $a(PQKBTitleCode)TC0001659024 035 $a(PQKBWorkID)14985918 035 $a(PQKB)11150266 035 $a(DE-He213)978-1-137-02618-7 035 $a(MiAaPQ)EBC1058227 035 $a(EXLCZ)992670000000264047 100 $a20151226d2012 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aJohn Dewey?s Philosophy of Education$b[electronic resource] $eAn Introduction and Recontextualization for Our Times /$fby J. Garrison, S. Neubert, K. Reich 205 $a1st ed. 2012. 210 1$aNew York :$cPalgrave Macmillan US :$cImprint: Palgrave Macmillan,$d2012. 215 $a1 online resource (233 p.) 300 $aDescription based upon print version of record. 311 $a1-349-43910-X 311 $a1-137-02617-0 320 $aIncludes bibliographical references and indexes. 327 $aCover; 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 Index 330 $aJohn 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. 606 $aEducational sociology 606 $aEducation?Philosophy 606 $aPhilosophy and social sciences 606 $aEducation?History 606 $aSocial sciences 606 $aSociology of Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O29000 606 $aEducational Philosophy$3https://scigraph.springernature.com/ontologies/product-market-codes/O38000 606 $aPhilosophy of Education$3https://scigraph.springernature.com/ontologies/product-market-codes/E25000 606 $aHistory of Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O44000 606 $aSocial Sciences, general$3https://scigraph.springernature.com/ontologies/product-market-codes/X00000 615 0$aEducational sociology. 615 0$aEducation?Philosophy. 615 0$aPhilosophy and social sciences. 615 0$aEducation?History. 615 0$aSocial sciences. 615 14$aSociology of Education. 615 24$aEducational Philosophy. 615 24$aPhilosophy of Education. 615 24$aHistory of Education. 615 24$aSocial Sciences, general. 676 $a370.1 686 $aEDU040000$2bisacsh 700 $aGarrison$b J$4aut$4http://id.loc.gov/vocabulary/relators/aut$01561131 702 $aNeubert$b S$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aReich$b K$4aut$4http://id.loc.gov/vocabulary/relators/aut 906 $aBOOK 912 $a9910785960903321 996 $aJohn Dewey?s Philosophy of Education$93827608 997 $aUNINA