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This book is a philosophical investigation of the significance of humor and laughter, examining its relation to other human phenomena including truth, nihilism, dreams, friendship, intimacy, aesthetic experience, self-transcendence and education. The author addresses the relative neglect of humor and laughter among philosophers of education with this volume, where the focus is on the significance of humor and laughter for human flourishing. Central questions are threaded through this work: What does the study of humor and laughter bring to philosophy and specifically to philosophy of education? How is humorist thinking different from other modes of human knowing? What might happen if we were to respond to the absurdity of human existence with humor and laughter? What insights can be learned from a philosophical investigation of humor in relationship to other human phenomena such as dreams, friendship, intimacy, aesthetic experience and self-transcendence? And, finally, how can humor and laughter enhance human existence and flourishing? The author presents groundbreaking insights into what can be gained from a study of humor and laughter about human existence in general and flourishing in particular. This work will be of interest to philosophers, especially philosophers of education, as well as to teachers and educators. Its unique blend of philosophical investigation and humorous discourse is both a rigorous and accessible analysis of humor.
Laughter --- Wit and humor --- Psychological aspects. --- Education. --- Philosophy and social sciences. --- Education --- Educational Philosophy. --- Philosophy of Education. --- Philosophy. --- Education—Philosophy. --- Social sciences and philosophy --- Social sciences
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In diesem Buch lernen Sie anschaulich und praxisnah, wie Sie ein gutes Webinar organisieren, produzieren und live durchführen. Sie erhalten Antworten auf die Fragen: Was sind Webinare überhaupt? Wie können Sie das Format „Webinar“ in Ihrem Unternehmen sinnvoll einsetzen? Welche Technik benötigen Sie für gute Webinare? Wie produzieren Sie Präsentationen onlinegerecht? Wie halten Sie ein Webinar überzeugend und fesselnd live? Wie nutzen andere Unternehmen und Organisationen dieses Format heute schon erfolgreich? Sechs Kapitel führen Sie in die Welt der Webinare ein mit vielen Materialien, Checklisten, Plänen und Inspirationshilfen. Auf einer extra Website zum Buch erhalten Sie die wichtigsten Vorlagen zum Herunterladen, ein Bonuskapitel zum Thema Onlinemarketing, Beispiel-Webinare zum Anschauen und viele weitere Informationen. Inhalt: Share-Software - Online-Tools - Online-Methodik - Online-Training - Virtuelle Rhetorik - Limbische Kommunikation - Online-Präsentationen - Collaboration - Webinar-Struktur - PowerPoint-Storyline - Beeindruckende Charts - Stimmübungen - Audiovisuelle Highlights - Organisationsplan - Marketingplan - Leadgenerierung - Best Practice - Links zu Webinaren - Checklisten.
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This book deals with contemporary epistemological questions, connecting Educational Philosophy with the field of Science- and Technology Studies. It can be understood as a draft of a general theory of world-disclosure, which is in its core a distinction between two forms of world-disclosure: experiment and exploration. These two forms have never been clearly distinguished before. The focus lies on the experimental form of world-disclosure, which is described in detail and in contrast to the explorational form along the line of twenty-one characteristics, which are mainly derived from empirical studies of experimental work in the field of natural sciences. It can also be understood as an attempt to integrate elements of the Anglo-Saxon Philosophy of Science with elements of the German tradition of Educational Philosophy. This is also reflected in the style of writing. In accordance to the content-level of the book, the argument for experimental forms of world-disclosure is written in an essayistic, readable style, which can be understood as an experimental form of writing. This book is a translation of the doctoral thesis 'Experiment und Exploration. Bildung als experimentelle Form der Welterschließung' (summa cum laude). The thesis was published in German in 2010 by Transcript (Bielefeld) in the series called 'Theorie Bilden', edited by Prof. Dr. Hannelore Faulstich-Wieland, Prof. Dr. Hans-Christoph Koller, Prof. Dr. Karl-Josef Pazzini and Prof. Dr. Michael Wimmer.
Thought experiments. --- Experiments, Thought --- Methodology --- Education --- Science --- Educational Philosophy. --- Philosophy of Education. --- Philosophy of Science. --- Philosophy. --- Normal science --- Philosophy of science --- Education—Philosophy. --- Philosophy and social sciences. --- Philosophy and science. --- Science and philosophy --- Social sciences and philosophy --- Social sciences
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Education --- Psychology --- Psychology. --- Philosophy --- Philosophy. --- Behavioral sciences --- Mental philosophy --- Mind --- Science, Mental --- Industries --- modern education --- philosophy of education --- neurosciences --- cognitive psychology --- future of the human being --- Human biology --- Soul --- Mental health --- Éducation --- Psychologie --- Philosophie
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This book addresses the questions why citizenship education is an important subject for students in further and adult education and why we need democratic colleges to support the study of citizenship education. It investigates the historical roots of further and adult education and identifies how the adoption of citizenship education in the post-compulsory sector can enrich vocational studies in further education and programmes in adult education. It is argued that democratic colleges are vital to ensure that citizenship education informs the decision-making process throughout educational institutions (and as a means of establishing fair and equal representation for important stakeholders). The author has worked in both sectors for over a decade, and uses this experience to offer a blend of educational practice and philosophical investigation. The result is a work that appeals to both teachers in further and adult education as well as academics and students interested in philosophy of education.
Adult education. --- Vocational education. --- Education, Vocational --- Vocational training --- Work experience --- Adults, Education of --- Education of adults --- Education. --- Philosophy and social sciences. --- Education --- Lifelong learning. --- Lifelong Learning/Adult Education. --- Educational Philosophy. --- Philosophy of Education. --- Philosophy. --- Continuing education --- Open learning --- Technical education --- Education—Philosophy. --- Social sciences and philosophy --- Social sciences --- Lifelong education --- Lifelong learning --- Permanent education --- Recurrent education --- Adult education
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This book is an introduction to Karl Marx (1818–1883) as a radical educational thinker. Marx’s own schooling and education are examined and we see how his interest in educational issues was informed by his own experience. Educational themes in Marx’s thinking are identified: the role of education within capitalist society, the contribution of education to human development and the character of education in a future society. These are placed in a historical setting by the author and related to public debates over educational policy. Throughout his career, Marx identified education as key to the prospects of the working class. The story of this engagement adds a new dimension to the picture of his work as a philosopher, political economist and socialist revolutionary. The aspects of education that concerned Marx matched prominent features of his theoretical and political activity, and educational themes provided him with a critical application for many of his most important ideas. The author explores Marx’s work on the British factory school system, his use of evidence from the reports of school inspectors, and the contemporary movement that led to the establishment of modern systems of public schooling. The final chapter relates Marx’s thinking to questions about the place of education in today’s society, showing how relevant it is for the twenty-first century. These discussions contain new scholarship, draw on original sources and are written in a clear and readable style. Students in education courses at universities and colleges, educational researchers and teachers will find this examination of Karl Marx’s ideas concerning education both engaging and enlightening.
Education. --- Education --- Philosophy. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Educational Philosophy. --- Philosophy of Education. --- Sociology of Education. --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education—Philosophy. --- Philosophy and social sciences. --- Educational sociology. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Social sciences and philosophy --- Social sciences --- Aims and objectives
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This book presents John Dewey’s work as a claim to the human potentials found in experience, the imagination and the possibilities that emerge from our disposition towards liberty. It details Dewey’s work as a critical junction marked by the quandary of schooling and culture, and where learning is also positioned beyond the boundaries of educational institutions. The book first examines Dewey in his various contexts, influences and life experiences, including his relationship with Hegelian philosophy, Emersonian transcendentalism, Darwin’s method of scientific experimentation, and his deep bond with his first wife Alice Chipman and their work in the Laboratory School. It then revisits Dewey’s approach to politics and education within contemporary debates on education, learning and the School. This discussion takes stock of what does a diverse and plural society mean to us today, at a time that remains challenged by the politics of class, race, gender and sexuality. Dewey’s work has a profound bearing on our understanding of these challenges. Thus to read and talk Dewey is to engage with a conversation with Dewey the philosopher who poses an array of questions, ranging from the way we feel (aesthetics), behave (ethics), think (logic), live as a community (politics) and how we learn (education). In addition, the book also takes Dewey’s concept of experimentation into a discussion of unlearning and deschooling through the arts and aesthetics education. Offering a thought-provoking dialogue with Dewey’s philosophy, this book recognizes the contradictory nature of learning and extends it to the open horizons of experience. By way of discussing the various aspects of Dewey’s approach to organization, policy making and the relationship between education and business, it repositions Dewey in contemporary political and educational contexts, exploring the possibility for education to be free and yet rigorous enough to help us engage with forms of knowledge by which we negotiate and understand the world.
Education. --- Education --- Philosophy. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Educational Philosophy. --- Philosophy of Education. --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education—Philosophy. --- Philosophy and social sciences. --- Social sciences and philosophy --- Social sciences
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This book examines the textual, social, cultural, practical and institutional environments to which the expression “teaching and learning contexts” refers. It reflects on the extent to which studying such environments helps us to better understand ancient or modern sources, and how notions of “teaching” and “learning” are to be understood. Tackling two problems: the first, is that of certain sources of scientific knowledge being studied without taking into account the various “contexts” of transmission that gave this knowledge a long-lasting meaning. The second is that other sources are related to teaching and learning activities, but without being too precise and demonstrative about the existence and nature of this “teaching context”. In other words, this book makes clear what is meant by “context” and highlights the complexity of the practice hidden by the words “teaching” and “learning”. Divided into three parts, the book makes accessible teaching and learning situations, presents comparatist approaches, and emphasizes the notion of teaching as projects embedded in coherent treatises or productions. .
Science --- Philosophy. --- Study and teaching --- History. --- Natural science --- Science of science --- Sciences --- Normal science --- Philosophy of science --- Epistemology. --- Philosophy and social sciences. --- Philosophy and science. --- History of Science. --- Philosophy of Education. --- Philosophy of Science. --- Genetic epistemology. --- Education --- Developmental psychology --- Knowledge, Theory of --- Annals --- Auxiliary sciences of history --- Natural sciences --- Science and philosophy --- Social sciences and philosophy --- Social sciences --- Epistemology --- Theory of knowledge --- Philosophy --- Psychology
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This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators.
Science --- Mathematics --- Study and teaching --- Philosophy --- History --- Math --- Natural science --- Science of science --- Sciences --- Education --- History. --- Educational Philosophy. --- Science Education. --- Philosophy of Education. --- History of Science. --- Philosophy of Science. --- Philosophy. --- Study and teaching. --- Ciència --- Educació --- Ensenyament. --- Història. --- Filosofia. --- Normal science --- Philosophy of science --- Annals --- Auxiliary sciences of history --- Science education --- Scientific education --- Education—Philosophy. --- Science education. --- Philosophy and social sciences. --- Philosophy and science. --- Science and philosophy --- Social sciences and philosophy --- Social sciences
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Contributions to this volume from diverse perspectives explore pedagogical practices of the contemporary world, namely the school. Themes of autonomy, authority and liberalism are surfaced in the debates and highly innovative insights presented in this book where philosophical perspectives shed light on the theoretical underpinnings of formal education and schooling. How we interpret the self, humanity and the world connects to perspectives on compulsory education. General theoretical issues surrounding compulsory education are often tested through more concrete aspects of schooling, some of which have a specific origin in, or particular bearing on, the current socio-political conditions of schooling. For this reason, this book is sensitive to context and to empirical and concrete dimensions of the educational venture, and takes into account current concerns about neo-liberal policies and their effects on schooling. As a philosophical-educational intervention in the topic of compulsory education, these chapters draw connections between older philosophical debates on compulsoriness and new developments and emphases in schooling. .
Education, Compulsory --- Educational law and legislation --- Philosophy. --- Compulsory school attendance --- Education --- Education, Elementary --- Law, Educational --- Public schools --- School law --- Schools --- Compulsory education --- Law and legislation --- Education. --- Philosophy and social sciences. --- Educational policy. --- ducation and state. --- Educational Policy and Politics. --- Educational Philosophy. --- Philosophy of Education. --- Public institutions --- Education and state. --- Education—Philosophy. --- Social sciences and philosophy --- Social sciences --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Government policy
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