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135   $aur|n|---|||||
181   $ctxt
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200 10$aLeaving safe harbors $etoward a new progressivism in American education and public life /$fDennis Carlson
205   $a1st ed.
210   $aNew York $cRoutledgeFalmer$d2002
215   $a1 online resource (223 p.)
300   $aDescription based upon print version of record.
311   $a0-415-93377-3 
311   $a0-415-93376-5 
320   $aIncludes bibliographical references (p. 201-210) and index.
327   $a""Front Cover ""; ""Leaving Safe Harbors""; ""Copyright Page""; ""Contents""; ""Preface""; ""Chapter 1. Introduction ""; ""Chapter 2. Lighting Up the Cave: Progressivism and the Ghost of Plato ""; ""Chapter 3. Recognizing Ourselves: Hegel and the Master/Slave Struggle in Education ""; ""Chapter 4. Zarathustraa???s Education: Nietzsche and Postmodern Progressivism""; ""Chapter 5. A Cyborga???s Education: Heidegger and Eco-Progressivism ""; ""Chapter 6. Leaving Safe Harbors ""; ""Notes""; ""Index""
330   $aTo rise to the challenges of postmodern culture, Carlson argues, progressives will need to leave the safe harbors of what is familiar and comfortable. A new progressivism can only be forged of a fundamental re-thinking and re-mythologizing of democratic education. Drawing upon cultural studies perspectives, Carlson interrogates philosophy through popular culture for mythologies that might guide such a progressivism. Carlson uses Platonic, Hegelian, Nitzschean, and Heideggerian ""mythologies"" to elaborate a progressive model that provides powerful ways of ""thinking"" democratic education and 
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606   $aProgressive education$zUnited States$xPhilosophy
606   $aEducation$xAims and objectives$zUnited States
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