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Dewey, Heidegger, and the future of ...

D'Agnese, Vasco.

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Dewey, Heidegger, and the future of education = beyondness and becoming /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Dewey, Heidegger, and the future of education/ by Vasco d'Agnese.
其他題名:	beyondness and becoming /
作者:	D'Agnese, Vasco.
出版者:	Cham :Springer International Publishing : : 2019.,
面頁冊數:	viii, 207 p. :ill., digital ;24 cm.
內容註:	Chapter 1: Interweaving Dewey and Heidegger: Theoretical background and educational bearings -- Chapter 2: Challenging Plato's theoretical gaze: undergoing and ineffable -- Chapter 3: The essential uncertainty of thinking: Subject and education in John Dewey -- Chapter 4: Heideggerian philosophy as an educational endeavor -- Chapter 5: Imagination, art and radical possibility in Dewey -- Chapter 6: Creative questioning, being-with and transcending in Heidegger.
Contained By:	Springer eBooks
標題:	Education - Philosophy. -
電子資源:	https://doi.org/10.1007/978-3-030-19482-6
ISBN:	9783030194826

Dewey, Heidegger, and the future of education = beyondness and becoming /
D'Agnese, Vasco.

Dewey, Heidegger, and the future of educationbeyondness and becoming /[electronic resource] :by Vasco d'Agnese. - Cham :Springer International Publishing :2019. - viii, 207 p. :ill., digital ;24 cm.

Chapter 1: Interweaving Dewey and Heidegger: Theoretical background and educational bearings -- Chapter 2: Challenging Plato's theoretical gaze: undergoing and ineffable -- Chapter 3: The essential uncertainty of thinking: Subject and education in John Dewey -- Chapter 4: Heideggerian philosophy as an educational endeavor -- Chapter 5: Imagination, art and radical possibility in Dewey -- Chapter 6: Creative questioning, being-with and transcending in Heidegger.

Drawing on insights into the philosophies of Dewey and Heidegger, this book moves forward the greater philosophical discourse surrounding education. It illuminates deep affinities between the corresponding traditions of Dewey and Heidegger, broadly labeled hermeneutics and pragmatism, and in doing so reveals the potential of the Dewey-Heidegger comparison for the future of education. To accomplish this task, Vasco d'Agnese explores the Deweyan and Heideggerian understanding of existence and experience. Both thinkers believed that humans are vulnerable from the very beginning, delivered to an uncanny and uncertain condition. On the other hand, such an uncanniness and dependency, rather than flowing in nihilistic defeat of educational purposes, puts radical responsibility on the side of the subject. It is, then, educationally promising. The book explains that for both Dewey and Heidegger, being a subject means being-with-others while transcending and advancing one's boundaries, thus challenging the managerial framework of education that currently dominates educational institutions throughout the world.

ISBN: 9783030194826

Standard No.: 10.1007/978-3-030-19482-6doiSubjects--Personal Names:

523188
Dewey, John,
1859-1952.Subjects--Topical Terms:

524285
Education
--Philosophy.

LC Class. No.: LA128 / .D346 2019

Dewey Class. No.: 370.1

Dewey, Heidegger, and the future of education = beyondness and becoming /
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505 0 $a Chapter 1: Interweaving Dewey and Heidegger: Theoretical background and educational bearings -- Chapter 2: Challenging Plato's theoretical gaze: undergoing and ineffable -- Chapter 3: The essential uncertainty of thinking: Subject and education in John Dewey -- Chapter 4: Heideggerian philosophy as an educational endeavor -- Chapter 5: Imagination, art and radical possibility in Dewey -- Chapter 6: Creative questioning, being-with and transcending in Heidegger.
520 $a Drawing on insights into the philosophies of Dewey and Heidegger, this book moves forward the greater philosophical discourse surrounding education. It illuminates deep affinities between the corresponding traditions of Dewey and Heidegger, broadly labeled hermeneutics and pragmatism, and in doing so reveals the potential of the Dewey-Heidegger comparison for the future of education. To accomplish this task, Vasco d'Agnese explores the Deweyan and Heideggerian understanding of existence and experience. Both thinkers believed that humans are vulnerable from the very beginning, delivered to an uncanny and uncertain condition. On the other hand, such an uncanniness and dependency, rather than flowing in nihilistic defeat of educational purposes, puts radical responsibility on the side of the subject. It is, then, educationally promising. The book explains that for both Dewey and Heidegger, being a subject means being-with-others while transcending and advancing one's boundaries, thus challenging the managerial framework of education that currently dominates educational institutions throughout the world.
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