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[null,"1.","Record Nr.",null,"UNINA9910780922203321"]
[null,null,"Autore",null,"Fairfield Paul <1966->"]
[null,null,"Titolo",null,"Education after Dewey [[electronic resource] /] / Paul Fairfield"]
[null,null,"Pubbl/distr/stampa",null,"New York, : Continuum International Pub. Group, 2009"]
[null,null,"ISBN",null,"1-282-46667-4"]
[{"$nulls":4},"9786612466670"]
[{"$nulls":4},"1-4411-5828-6"]
[null,null,"Descrizione fisica",null,"1 online resource (317 p.)"]
[null,null,"Classificazione",null,"EDU039000EDU000000"]
[null,null,"Disciplina",null,"370.1"]
[null,null,"Soggetti",null,"Education - Philosophy"]
[{"$nulls":4},"Education - Aims and objectives"]
[{"$nulls":4},"Education, Humanistic"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Contents; A Note about References; Introduction: An Enigmatic Transition; Part 1: The Educative Process; 1 Beyond Progressivism and Conservatism; 2 Dewey's Copernican Revolution; 3 What Is Called Thinking?; Part 2: Education in the Human Sciences; 4 Teaching Philosophy: The Scholastic and the Thinker; 5 Teaching Religion: Spiritual Training or Indoctrination?; 6 Teaching Ethics: From Moralism to Experimentalism; 7 Teaching Politics: Training for Democratic Citizenship; 8 Teaching History: The Past and the Present; 9 Teaching Literature: Life and Narrative; Index; A; B; C; D; E; F; G; H; I; J"]
[{"$nulls":4},"KL; M; N; O; P; R; S; T; U; W"]
[null,null,null,"Sommario/riassunto","This study re-examines John Dewey's philosophy of education, and asks how well it stands up today in view of developments in Continental European philosophy. Do Martin Heidegger's statements on the nature of thinking compel a re-examination of Dewey's view? Does Hans-Georg Gadamer's philosophy of experience advance beyond Dewey's experimental model? How does a Deweyan view of moral or political education look in light of Hannah Arendt's theory of judgment, or Paulo Freires's theory of dialogical education? Part One of this study looks at Dewey's conceptions of experience and thinking in connec"]