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The Use of Philosophy with Children as a Pedagogical Practice.

机译:将儿童哲学作为一种教学实践。

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摘要

In my dissertation, I advance an argument for a non-directional conceptualization of philosophy with children as a pedagogical practice. Drawing from the work of Italian philosopher Giorgio Agamben, I argue that engaging students in philosophical dialogue, conceived as a communal experimentation with concepts, allows for the experience of what Agamben calls infancy---an ontological state of openness toward new ways of speaking and thinking. Rather than being directed at specific goals or outcomes, the practice of philosophy (thus conceived), I argue, should be seen as a paradigm for an educational (as well as social, and political) form of life, aimed at individual and communal well-being.;I begin my argument by showing how infancy is an integral aspect of historical conceptions of the practice of philosophy (Socratic Philosophy, Nietzsche, Dewey, and Phenomenology). I then demonstrate how the notion of infancy is also contained in contemporary conceptions of education that seek to redeem the idea underlying progressive education (and that of Dewey, in particular) that education needs to be rooted in experience. Tracing the notion of infancy in the work of John Dewey, Ivan Illich, Hannah Arendt, Gert Biesta, Jan Masschelein and Maarten Simons, Jacques Ranciere, and Tyson Lewis, I conclude that the practice of philosophy is uniquely able to allow for the kind of experience that these scholars consider central to education: An experience that is valuable in itself, while also pointing---in a weakly utopian gesture---beyond the given. I go on to demarcate the compatibility of the idea of infancy with existing conceptions of philosophy with children. I then develop in detail what a practice of philosophy with children based on infancy (Philosophy for Infancy, or P4I) looks like at the level of the classroom, and what makes its inclusion in the curriculum both suitable and desirable. I conclude with an exploration of the use of the practice of philosophy for infancy as a pedagogical practice, in the school as a whole, and in society---considering its role in a number of conceptions of society: Dewey's Great Community, Rorty's Liberal Utopia, and Agamben's Coming Community.
机译:在我的论文中,我提出了一种以儿童作为教学实践的无方向性哲学概念化的观点。我从意大利哲学家乔治·阿甘本(Giorgio Agamben)的作品中汲取灵感,我认为让学生参与哲学对话(被认为是对概念的共同实验),可以体验阿甘本所称的婴儿期-一种对新的语言表达方式开放的本体论状态思维。我认为,哲学实践(因此构想的)不是针对特定的目标或结果,而是应被视为针对个人和社区的教育(以及社会和政治)生活形式的范例在我的论证中,我首先展示了婴儿期是哲学实践(苏格拉底哲学,尼采,杜威和现象学)的历史观念的组成部分。然后,我将说明婴儿期的概念也如何包含在当代教育理念中,这些理念试图赎回渐进式教育(尤其是杜威的思想)的基础,即教育必须植根于经验。在约翰·杜威,伊万·伊里奇,汉娜·阿伦特,盖特·比斯塔,简·马斯切林和马腾·西蒙斯,雅克·兰西埃和泰森·刘易斯的作品中追溯婴儿期的概念,我得出结论,哲学的实践独特地能够考虑到这些学者认为对教育至关重要的经验:一种本身有价值的经验,同时也指向(以微弱的乌托邦姿态)超出给定的经验。我将划定婴儿期概念与现有的儿童哲学概念之间的兼容性。然后,我将详细探讨基于幼儿的儿童哲学实践(婴儿哲学或P4I)在教室的水平是什么样的,以及使它适合并理想地包含在课程中的原因。最后,我将探讨在整个学校和整个社会中将婴儿期哲学实践作为一种教学实践的用法,并考虑其在以下社会观念中的作用:杜威的“大社区”,罗蒂的“自由主义者”乌托邦和阿甘本的未来社区。

著录项

  • 作者

    Jasinski, Igor.;

  • 作者单位

    Montclair State University.;

  • 授予单位 Montclair State University.;
  • 学科 Educational philosophy.;Philosophy.;Pedagogy.
  • 学位 Ed.D.
  • 年度 2018
  • 页码 290 p.
  • 总页数 290
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 等离子体物理学;
  • 关键词

  • 入库时间 2022-08-17 11:53:01

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