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An Introduction to a Phenomenological Approach to the Philosophical Study of Education
Author:
Is there room for philosophy in educational research? Where is phenomenology before and beyond its uses and abuses in the applied and social sciences? How are phenomenology and philosophy of education related? What are the methods of phenomenology within the field of philosophy of education? These talks to educational scholars and researchers respond to these questions and make an appeal for the place of philosophy within educational research and the tradition of phenomenology within philosophy of education. Across a broad genealogy of thought, with frequent substitutions and autobiographical confessions, these lectures work from and towards a simple article of faith: philosophy and education are not so different.
An Introduction to a Phenomenological Approach to the Philosophical Study of Education
Author:
Is there room for philosophy in educational research? Where is phenomenology before and beyond its uses and abuses in the applied and social sciences? How are phenomenology and philosophy of education related? What are the methods of phenomenology within the field of philosophy of education? These talks to educational scholars and researchers respond to these questions and make an appeal for the place of philosophy within educational research and the tradition of phenomenology within philosophy of education. Across a broad genealogy of thought, with frequent substitutions and autobiographical confessions, these lectures work from and towards a simple article of faith: philosophy and education are not so different.
Jean-François Lyotard, Pedagogy, Thought
Author:
In the first monograph on Lyotard and education, the author approaches Lyotard’s thought as pedagogical in itself. The result is a novel, soft, and accessible study of Lyotard organized around two inhuman educations: that of “the system” and that of “the human.” The former enforces an interminable process of development, dialogue and exchange, while the latter finds its force in the mute, secret, opaque, and inarticulable.
Threading together a range of Lyotard’s work through four pedagogical processes—reading, writing, voicing, and listening—the author insists on the distinct educational logics that can uphold or interrupt different ways of being-together in the world, touching on a range of topics from literacy and aesthetics to time and political-economy. While Inhuman Educations can serve as an introduction to Lyotard’s philosophy, it also constitutes a singular, provocative, and fresh take on his thought.
Threading together a range of Lyotard’s work through four pedagogical processes—reading, writing, voicing, and listening—the author insists on the distinct educational logics that can uphold or interrupt different ways of being-together in the world, touching on a range of topics from literacy and aesthetics to time and political-economy. While Inhuman Educations can serve as an introduction to Lyotard’s philosophy, it also constitutes a singular, provocative, and fresh take on his thought.
Jean-François Lyotard, Pedagogy, Thought
Author:
In the first monograph on Lyotard and education, the author approaches Lyotard’s thought as pedagogical in itself. The result is a novel, soft, and accessible study of Lyotard organized around two inhuman educations: that of “the system” and that of “the human.” The former enforces an interminable process of development, dialogue and exchange, while the latter finds its force in the mute, secret, opaque, and inarticulable.
Threading together a range of Lyotard’s work through four pedagogical processes—reading, writing, voicing, and listening—the author insists on the distinct educational logics that can uphold or interrupt different ways of being-together in the world, touching on a range of topics from literacy and aesthetics to time and political-economy. While Inhuman Educations can serve as an introduction to Lyotard’s philosophy, it also constitutes a singular, provocative, and fresh take on his thought.
Threading together a range of Lyotard’s work through four pedagogical processes—reading, writing, voicing, and listening—the author insists on the distinct educational logics that can uphold or interrupt different ways of being-together in the world, touching on a range of topics from literacy and aesthetics to time and political-economy. While Inhuman Educations can serve as an introduction to Lyotard’s philosophy, it also constitutes a singular, provocative, and fresh take on his thought.
Rethinking Law, Judging, and Punishment
Author:
In Appeal to the People’s Court: Rethinking Law, Judging, and Punishment, Vincent Luizzi turns to the goings on in courts at the lowest level of adjudication for fresh insights for rethinking these basic features of the legal order. In the pragmatic tradition of turning from fixed and unchanging conceptions, the work rejects the view of law as a set of black and white rules, of judging as the mechanical application of law to facts, and of punishment as a necessary, punitive response to crime. The author, a municipal judge and philosophy professor, joins theory and practice to feature the citizen in rethinking these institutions. The work includes a foreword by Richard Hull, special Guest Editor for this volume in Studies in Jurisprudence.
Rethinking Law, Judging, and Punishment
Author:
In Appeal to the People’s Court: Rethinking Law, Judging, and Punishment, Vincent Luizzi turns to the goings on in courts at the lowest level of adjudication for fresh insights for rethinking these basic features of the legal order. In the pragmatic tradition of turning from fixed and unchanging conceptions, the work rejects the view of law as a set of black and white rules, of judging as the mechanical application of law to facts, and of punishment as a necessary, punitive response to crime. The author, a municipal judge and philosophy professor, joins theory and practice to feature the citizen in rethinking these institutions. The work includes a foreword by Richard Hull, special Guest Editor for this volume in Studies in Jurisprudence.
meditations on the dialogical philosophy of martin buber
Volume Editor:
this book is a poetic reading of the dialogical philosophy of martin buber. my reading of martin buber takes me to this principal insight: god is not in heaven nor on earth. god is not above nor below. not within and not without. not in the soul or in the flesh. god is not an entity anywhere: god is the between of an i and a thou. these pages are not an academic study in the strict sense. my meditations in this book are not a literal description of buber's philosophy, for buber would never have approved of taking his words in any way other than in dialogue. buber wrote in-dialogue with the reader, and i read buber in the poetic philosophy of his words. in other words: we can say that the essential thinking in martin buber's philosophy is that the presence of god in us is always enacted as the presence of god between us. god, like love, like poetry, is a deed we do. the god-deed is actualized not in rituals or temples, but in the practices of the sacraments of the neighbor. for there is nothing we can predicate of god, but we can still meet god in the embrace of the neighbor. we meet god as we meet with one another in genuine relationship. god is not in the relationship, god is the relationship. god is no-thing, but there is nothing that isn't god in the between of an i and a thou.
meditations on the dialogical philosophy of martin buber
Volume Editor:
this book is a poetic reading of the dialogical philosophy of martin buber. my reading of martin buber takes me to this principal insight: god is not in heaven nor on earth. god is not above nor below. not within and not without. not in the soul or in the flesh. god is not an entity anywhere: god is the between of an i and a thou. these pages are not an academic study in the strict sense. my meditations in this book are not a literal description of buber's philosophy, for buber would never have approved of taking his words in any way other than in dialogue. buber wrote in-dialogue with the reader, and i read buber in the poetic philosophy of his words. in other words: we can say that the essential thinking in martin buber's philosophy is that the presence of god in us is always enacted as the presence of god between us. god, like love, like poetry, is a deed we do. the god-deed is actualized not in rituals or temples, but in the practices of the sacraments of the neighbor. for there is nothing we can predicate of god, but we can still meet god in the embrace of the neighbor. we meet god as we meet with one another in genuine relationship. god is not in the relationship, god is the relationship. god is no-thing, but there is nothing that isn't god in the between of an i and a thou.