LEADER 03471nam 22006011 450 001 9910461856303321 005 20120614164906.0 010 $a1-4725-4116-2 010 $a1-280-58073-9 010 $a9786613610515 010 $a1-4411-7099-5 024 7 $a10.5040/9781472541161 035 $a(CKB)2670000000174818 035 $a(EBL)894538 035 $a(OCoLC)787843488 035 $a(SSID)ssj0000656672 035 $a(PQKBManifestationID)12253283 035 $a(PQKBTitleCode)TC0000656672 035 $a(PQKBWorkID)10634583 035 $a(PQKB)11755029 035 $a(MiAaPQ)EBC894538 035 $a(OCoLC)944225726 035 $a(UtOrBLW)bpp09256829 035 $a(EXLCZ)992670000000174818 100 $a20140929d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aInterpretive pedagogies for higher education $eArendt, Berger, Said, Nussbaum, and their legacies /$fJon Nixon 210 1$aNew York, NY :$cContinuum International Pub. Group,$d2012. 215 $a1 online resource (193 p.) 300 $aDescription based upon print version of record. 311 $a1-4725-2327-X 311 $a1-4411-1715-6 320 $aIncludes bibliographical references (pages [153]-162) and index. 327 $aPreface -- Acknowledgements -- Part I: Origins -- 1. The Place of Pedagogy -- 2. Public Education -- 3. The Interpretive Tradition -- Part II: The Legacy -- 4. Becoming Thoughtful: Hannah Arendt (1906-1975) -- 5. Becoming Attentive: John Berger (b.1926) -- 6. Becoming Worldly: Edward W. Said (1935-2003) -- 7. Becoming Responsive: Martha C. Nussbaum (b.1947) -- Part III: The Futures -- 8. Open Futures -- 9. Educated Publics -- 10. Pedagogic Spaces -- References -- Index. 330 $a"Interpretive Pedagogies for Higher Education focuses on providing a humanistic perspective on pedagogy by relating it to the interpretive practices of particular public educators: thinkers and writers whose work has had an immeasurable impact on how we understand and interpret the world and how our understandings and interpretations act on that world. Jon Nixon focuses on the work of four public intellectuals each of whom reaches out to a wide public readership and develops our understanding regarding the nature of interpretation in the everyday world: Hannah Arendt's work on 'representative thinking', John Berger's injunction to 'hold everything dear', Edward Said's notion of 'democratic criticism', and Martha Nussbaum's studies in the intelligence of feeling. These thinkers provide valuable perspectives on the nature and purpose of interpretation in everyday life. The implications of these perspectives for the development of a transformative pedagogy - and for the renewal of an educated public - are examined in relation to the current contexts of higher education within a knowledge society."--Bloomsbury Publishing. 606 $aEducation, Higher$xAims and objectives 606 $aEducation, Higher$xPhilosophy 606 $2Colleges of higher education 608 $aElectronic books. 615 0$aEducation, Higher$xAims and objectives. 615 0$aEducation, Higher$xPhilosophy. 676 $a378.01 700 $aNixon$b Jon$0803440 801 0$bUtOrBLW 801 1$bUtOrBLW 906 $aBOOK 912 $a9910461856303321 996 $aInterpretive pedagogies for higher education$92249883 997 $aUNINA LEADER 01044nam a22002891i 4500 001 991001081409707536 005 20021117154154.0 008 021117s1981 it |||||||||||||||||ita 020 $a887144082X 035 $ab12097263-39ule_inst 035 $aARCHE-018706$9ExL 040 $aDip.to Filologia Ling. e Lett.$bita$cA.t.i. Arché s.c.r.l. 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