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Philosophical Analysis for Educational Problems
Conceptual engineering has taken off as a philosophical methodology. This book asks what happens when conceptual engineering is applied to philosophy of education. The first section of the book deals with the question of whether conceptual engineering is a suitable methodology for philosophers of education. Arguments for and also some critical arguments against this method are presented. The second section comprises of chapters that illustrate what conceptual engineering looks like in practice, when applied to educational issues. The end result is an exploration of conceptual engineering in relation to education and simultaneously of what it means to engage in analytic philosophy of education more generally. With contributions from philosophers of education and from other related fields, this book provides an in-depth exploration of the nature and value of conceptual engineering in education. It touches on applied questions about mental health, indoctrination, safety in the classroom and educational justice.
Philosophical Analysis for Educational Problems
Conceptual engineering has taken off as a philosophical methodology. This book asks what happens when conceptual engineering is applied to philosophy of education. The first section of the book deals with the question of whether conceptual engineering is a suitable methodology for philosophers of education. Arguments for and also some critical arguments against this method are presented. The second section comprises of chapters that illustrate what conceptual engineering looks like in practice, when applied to educational issues. The end result is an exploration of conceptual engineering in relation to education and simultaneously of what it means to engage in analytic philosophy of education more generally. With contributions from philosophers of education and from other related fields, this book provides an in-depth exploration of the nature and value of conceptual engineering in education. It touches on applied questions about mental health, indoctrination, safety in the classroom and educational justice.
The aim of the Brill Research Perspectives in Philosophy of Education (RPPES) series is to provide short monographs on central aspects of the field of philosophy of education, such as central thinkers (classical and recent), seminal works, movements and schools of thought, important ideas and concepts. The long-term aim is to establish an encyclopedic series of philosophy of education monographs, where each volume can be updated when needed, and main subjects can be expanded and specified to have more than one volume.
RPPES will offer a comprehensive reference resource for scholars and students working in the areas of, especially, philosophy of education, pedagogy – i.e. Pädagogik, pédagogique, pedagogía – and educational studies in general. Moreover, through its philosophical emphasis and depth, the series will be of interest to general philosophy, i.e. logics, theory of knowledge, metaphysics, ethics, political and social philosophy as well as poetics and aesthetics and the history of philosophy.
The series provides in-depth scholarly work on the main issues and figures in philosophy of education. This includes scholarly studies of classics such as Plato, Rousseau, Dewey et al., systematic analysis of concepts such as learning, childhood, virtue, citizenship education and imagination, as well as the major traditions and schools within philosophy of education.
The series makes it a priority to include not just established views and figures, but also up-and-coming scholars and marginal perspectives, thus bridging gaps between philosophy of education, philosophy and education, as well as Anglophone and non-Anglophone research communities. Each monograph is fully peer-reviewed and referenced and provides an overview of the most up-to-date research in the area dealt with. RPPES will be an invaluable resource for scholars wishing to draw on the latest research, as well as a dynamic resource for teaching and for students working in philosophy, education and related fields.
More information on the Brill Research Perspectives concept and format can be found here.
RPPES will offer a comprehensive reference resource for scholars and students working in the areas of, especially, philosophy of education, pedagogy – i.e. Pädagogik, pédagogique, pedagogía – and educational studies in general. Moreover, through its philosophical emphasis and depth, the series will be of interest to general philosophy, i.e. logics, theory of knowledge, metaphysics, ethics, political and social philosophy as well as poetics and aesthetics and the history of philosophy.
The series provides in-depth scholarly work on the main issues and figures in philosophy of education. This includes scholarly studies of classics such as Plato, Rousseau, Dewey et al., systematic analysis of concepts such as learning, childhood, virtue, citizenship education and imagination, as well as the major traditions and schools within philosophy of education.
The series makes it a priority to include not just established views and figures, but also up-and-coming scholars and marginal perspectives, thus bridging gaps between philosophy of education, philosophy and education, as well as Anglophone and non-Anglophone research communities. Each monograph is fully peer-reviewed and referenced and provides an overview of the most up-to-date research in the area dealt with. RPPES will be an invaluable resource for scholars wishing to draw on the latest research, as well as a dynamic resource for teaching and for students working in philosophy, education and related fields.
More information on the Brill Research Perspectives concept and format can be found here.
The Intellectual Legacies of Rudolf Bahro, Wolfgang Harich, and Robert Havemann
Author:
Rudolf Bahro, Wolfgang Harich and Robert Havemann were probably the best-known critics of the DDR’s ruling Socialist Unity Party. Yet they saw themselves as Marxists, and their demands extended far beyond a democratisation of real socialism. When environmental issues became more important in the West in the 1970s, the Party treated it as an ideological manoeuvre of the class enemy. The three dissidents saw things differently: they combined socialism and ecology, adopting a utopian perspective frowned upon by the state. In doing so, they created political concepts that were unique for the Eastern Bloc. Alexander Amberger introduces them, relates them to each other, and poses the question of their relevance then and now.
The Intellectual Legacies of Rudolf Bahro, Wolfgang Harich, and Robert Havemann
Author:
Rudolf Bahro, Wolfgang Harich and Robert Havemann were probably the best-known critics of the DDR’s ruling Socialist Unity Party. Yet they saw themselves as Marxists, and their demands extended far beyond a democratisation of real socialism. When environmental issues became more important in the West in the 1970s, the Party treated it as an ideological manoeuvre of the class enemy. The three dissidents saw things differently: they combined socialism and ecology, adopting a utopian perspective frowned upon by the state. In doing so, they created political concepts that were unique for the Eastern Bloc. Alexander Amberger introduces them, relates them to each other, and poses the question of their relevance then and now.
A Sociocybernetic Perspective
Author:
Exploring the conditions of news reporting in today’s information-flooded society, Observing News and Media in a Complex Society looks into the strands of systems theoretical studies of the mass media, journalism and the empirical studies of inter-media agenda setting. Journalism is increasingly exposed to diverse perception and facing its selectivity observed by the public. Considering this context, this book focuses on the movement of solution-oriented journalism, which seeks a new way to answer the question “what is journalism for?” and invites us to expand our understanding of media’s societal role in the societal process of problem-solving and meaning construction.
A Sociocybernetic Perspective
Author:
Exploring the conditions of news reporting in today’s information-flooded society, Observing News and Media in a Complex Society looks into the strands of systems theoretical studies of the mass media, journalism and the empirical studies of inter-media agenda setting. Journalism is increasingly exposed to diverse perception and facing its selectivity observed by the public. Considering this context, this book focuses on the movement of solution-oriented journalism, which seeks a new way to answer the question “what is journalism for?” and invites us to expand our understanding of media’s societal role in the societal process of problem-solving and meaning construction.
Discussions and Debates
With figures such as Fichte, Schelling, Hegel, Kierkegaard, Feuerbach, Marx, Engels, and Nietzsche, the nineteenth century was a dynamic time of philosophical development. The period made lasting contributions to several fields of philosophy. Moreover, it paved the way for the development of the social sciences at the turn of the twentieth century. This volume is dedicated to exploring the rich tradition of nineteenth-century Continental philosophy in its different areas with the main purpose of highlighting the importance of this tradition in the development of the leading streams of thought of the twentieth and twenty-first century.
Discussions and Debates
With figures such as Fichte, Schelling, Hegel, Kierkegaard, Feuerbach, Marx, Engels, and Nietzsche, the nineteenth century was a dynamic time of philosophical development. The period made lasting contributions to several fields of philosophy. Moreover, it paved the way for the development of the social sciences at the turn of the twentieth century. This volume is dedicated to exploring the rich tradition of nineteenth-century Continental philosophy in its different areas with the main purpose of highlighting the importance of this tradition in the development of the leading streams of thought of the twentieth and twenty-first century.