» » Education for Self-transformation: Essay Form as an Educational Practice (Contemporary Philosophies and Theories in Education, Vol. 3)

Education for Self-transformation: Essay Form as an Educational Practice (Contemporary Philosophies and Theories in Education, Vol. 3) epub

by Duck-Joo Kwak


Education for Self-transformation: Essay Form as an Educational Practice (Contemporary Philosophies and Theories in Education, Vol. 3) epub

ISBN: 9400724004

ISBN13: 978-9400724006

Author: Duck-Joo Kwak

Category: Education and Teaching

Subcategory: Schools & Teaching

Language: English

Publisher: Springer; 2012 edition (October 12, 2011)

Pages: 150 pages

ePUB book: 1437 kb

FB2 book: 1758 kb

Rating: 4.7

Votes: 887

Other Formats: azw doc docx lit





Contemporary Philosophies and Theories in Education. Introduction: Education as Self-transformation and the Essay Form of Writing: Education for a Post-secular Age. Pages 1-20.

Contemporary Philosophies and Theories in Education. Education for Self-transformation. Yet the importance of her ideas extends far beyond teaching academies to classroom teachers, curriculum developers – and to anyone engaged in the quest to lead a reflective life of one’s own. Show all. Table of contents (8 chapters).

Education for Self-transformation book. Goodreads helps you keep track of books you want to read. Start by marking Education for Self-transformation: Essay Form as an Educational Practice (Contemporary Philosophies and Theories in Education) as Want to Read: Want to Read savin. ant to Read.

from book Education for Self-transformation (p. -20). The ‘return of religion’ as a social phenomenon has aroused at least three different debates, with the first being the ‘clash of civilizations’, the second criticizing ‘modernity’, and the third focusing on the public/private distinction. Chapter · January 2012 with 35 Reads. This article uses Habermas’ idea of a post-secular society as a prism through which we examine the return of religion and impact on secularization.

Mobile version (beta). Education for Self-transformation: Essay Form as an Educational Practice. Download (pdf, . 8 Mb) Donate Read. Epub FB2 mobi txt RTF. Converted file can differ from the original. If possible, download the file in its original format.

Электронная книга "Education and the Kyoto School of Philosophy: Pedagogy for Human Transformation", Paul Standish, Naoko Saito

Электронная книга "Education and the Kyoto School of Philosophy: Pedagogy for Human Transformation", Paul Standish, Naoko Saito. Эту книгу можно прочитать в Google Play Книгах на компьютере, а также на устройствах Android и iOS. Выделяйте текст, добавляйте закладки и делайте заметки, скачав книгу "Education and the Kyoto School of Philosophy: Pedagogy for Human Transformation" для чтения в офлайн-режиме.

Duck-Joo Kwak has pursued the notion of moral education in teacher education for well over a decade focusing on. .

Duck-Joo Kwak has pursued the notion of moral education in teacher education for well over a decade focusing on the work of Stanley Cavell's skepticism, political philosophy, and his perfectionist approach to citizenship, and Lukács' Soul and Form and the essay as a pedagogical form of writing. Her new book Education for Self Transformation: Essay Form as an Educational Practice {Springer, 2011) builds on these themes to recommend the essay as a revalued form of lived experience and the basis for educational transformation.

All of the above, however, concern art education theory, and it is important to remember that general curriculum history is often a history of policy rather than educational practice. The Relation of Theory to Practice in Education

All of the above, however, concern art education theory, and it is important to remember that general curriculum history is often a history of policy rather than educational practice. Art education history is no different in this respect. If we ignore how policy is translated into practice, we ignore reality" (Rogers 1990, p. 153). The Relation of Theory to Practice in Education. In M. Borrowman (., Teacher Education in America: A Documentary History (pp. 140-171 ).

The philosophy of education examines the goals, forms, methods, and meaning of education. The term is used to describe both fundamental philosophical analysis of these themes and the description or analysis of particular pedagogical approaches. Considerations of how the profession relates to broader philosophical or sociocultural contexts may be included. The philosophy of education thus overlaps with the field of education and applied philosophy.

How can the applied lesson be a form of aesthetic education? . in Books Textbooks Education Educational Philosophy

How can the applied lesson be a form of aesthetic education? How can teaching performance be an artistic endeavor in its own right? These are some of the questions Teaching Performance attempts to answer, drawing on the author's several decades of experience as a studio teacher and music scholar. in Books Textbooks Education Educational Philosophy.

Exemplifying what it advocates, this book is an innovative attempt to retrieve the essay form from its degenerate condition in academic writing. Its purpose is to create pedagogical space in which the inner struggle of ‘lived experience’ can articulate itself in the first person. Working through essays, the modern, ‘post-secular’ self can guide, understand, and express its own transformation. This is not merely a book about writing methods: it has a sharp existential edge.

Beginning by defining key terms such as ‘self-transformation’, Kwak sketches the contemporary debates between Jürgen Habermas and Charles Taylor on the status of religious language in the public domain, and its relationship to secular language. This allows her to contextualize her book’s central questions: how can philosophical practice reduce the experiential rift between knowledge and wisdom? How can the essay form be developed so that it facilitates, as praxis, pedagogical self-transformation? Kwak develops her answers by working through ideas of George Lukács and Stanley Cavell, of Hans Blumenberg and Søren Kierkegaard, whose work is much less familiar in this context than it deserves to be.

Kwak’s work provides templates for new forms of educational writing, new approaches to teaching educators, and new ways of writing methodology for educational researchers. Yet the importance of her ideas extends far beyond teaching academies to classroom teachers, curriculum developers – and to anyone engaged in the quest to lead a reflective life of one’s own.