Childhood, Philosophy, and Dialogical Education

Höfundur: David Kennedy (Útgáfa: 0)
Childhood, Philosophy, and Dialogical Education

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Offers both theoretical and practical insights into the dialogue between adults and children as a democratic model for schooling. Childhood, Philosophy, and Dialogical Education explores the history and prospects of democratic, dialogical education, and its promise as an engine of social and cultural evolution, especially in the context of the cultural and social site dedicated to the adult-child encounter: the school.

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Útgefandi
State University of New York Press (SUNY Press)
ISBN
9781438499451
Print ISBN
9781438499437
Format
ePub
Útgáfa
0
Höfundar
David Kennedy
Tungumál
English
Útgefið
2024-10-01
Prent takmörkun á líftíma
100
Prent takmörkun
10
Afritunar takmörkun
10

Kaflar

  • Cover
  • Title
  • Copyright
  • Contents
  • Acknowledgments
  • Foreword
  • Introduction
  • 1. The Politics of Subjectivity, Philosophy of Childhood, and Dialogical Education
  • The Child and the Second Harmony
  • The Child and the Divided Self
  • The Child and the Politics of Subjectivity
  • The Subject-in-Process and Community of Inquiry
  • 2. Neoteny, Dialogical Education, and an Emergent Psychoculture
  • Neoteny and Adult-Child Dialogue
  • Four Dimensions of Dialogical Education
  • The Child and the Curriculum
  • Community of Philosophical Inquiry (CPI)
  • Democratic Practice
  • An Activist Collective
  • A New Relation to Nature
  • 3. Young Children and Ultimate Questions: Romancing at Day Care
  • First Conversation
  • Second Conversation
  • Commentary
  • 4. Becoming Child: Wild Being and the Post-Human
  • Timebody
  • Aion
  • Kronos
  • Kairos
  • Time and the Other: Veritable Time
  • Infantia and the Aesthetic State
  • 5. Paths in Utopia: School as Holding Environment for the Dialogical Self
  • Social Democracy and the Democratic Social Character
  • The New Sensibility and the Dialogical Self
  • A Genealogy of Dialogical Education
  • The Rise of the Empathic Child-Rearing Mode and the Hermeneutical Turn
  • Lineaments of Dialogical Schooling
  • 6. Practicing Philosophy of Childhood: Teaching in the (R)evolutionary Mode
  • What Makes for a Good Facilitator?
  • Interrogating Our Own Philosophies of Childhood
  • The Descriptive Review of the Child: Philosophy of Childhood in Everyday Practice
  • School, the Child-Adult Chiasm, and Becoming-Child
  • 7. Intermezzo One: My Name Is Myshkin
  • The Philosophical Novel for Children
  • Some Silly Questions
  • Can Someone Know You Better Than You Know Yourself?
  • 8. Anarchism and Education: In Search of a New Reality Principle
  • 9. Community of Philosophical Inquiry and the Play of the World
  • The Play Space
  • The Time of Play
  • The Rules of the Game
  • The Stakes in Play
  • Play and Power
  • 10. Intermezzo Two: Dreamers
  • Anoke
  • 11. Rhizomatic Curriculum Development in Community of Philosophical Inquiry
  • The Concept of Rhizome
  • The Rhizome and the Epistemology of Communal Philosophical Inquiry
  • Rhizomatic Curriculum Development
  • 12. Dialogue and Dialectic in the Politics of the Self
  • I Am an Other
  • The Internal Politics of Self
  • Telos/Horizon/Dialectic
  • Dialogue and Dialectic
  • Democracy Internal and External, and a New Sensibility
  • Childhood and Education
  • Boundary Work
  • Bibliography
  • Index
  • Back Cover