000 04300nam a22005055i 4500
001 978-94-007-2401-3
003 DE-He213
005 20140220083341.0
007 cr nn 008mamaa
008 111010s2012 ne | s |||| 0|eng d
020 _a9789400724013
_9978-94-007-2401-3
024 7 _a10.1007/978-94-007-2401-3
_2doi
050 4 _aLC8-6691
072 7 _aJNA
_2bicssc
072 7 _aEDU040000
_2bisacsh
082 0 4 _a370.1
_223
100 1 _aKwak, Duck-Joo.
_eauthor.
245 1 0 _aEducation for Self-transformation
_h[electronic resource] :
_bEssay Form as an Educational Practice /
_cby Duck-Joo Kwak.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2012.
300 _aX, 150 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aContemporary Philosophies and Theories in Education ;
_v3
505 0 _aPreface; Paul Standish -- 1. Introduction: Education as Self-transformation and the Essayist Form of Writing: Education for a Post-secular Age -- PART I - George Lukács: Practice of Philosophy for Existential Fulfillment -- 2. A Reflection on the Relation between Philosophy and Life; through Hans Blumenberg’s Work -- 3. A Response to Modernity Between Reason and Faith: Kierkegaard’s Ideas of Ethical Self and Subjectivity -- 4. Practicing Philosophy, the Practice of Education: Exploring the Essayist Form through Lukács’ Soul and Form -- PART II - Stanley Cavell: Practice of Education in the Essay-Form -- 5. Stanley Cavell’s Ordinary Language Philosophy as an Example of Practicing Philosophy in the Essay-form: In Search of a Humanistic Approach to Teacher Education -- 6. Philosophy as the Essayist Form of Writing: Cavell’s Concepts of Voice, Method, and Text -- 7. Cavell’s Essayist as the Political Self: Implication for Citizenship Education -- 8. Conclusion: The Essayist Form of Writing for a Tragic Form of Subjectivity -- Index.
520 _aExemplifying 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.
650 0 _aEducation.
650 0 _aCurriculum planning.
650 0 _aEducation
_xPhilosophy.
650 0 _aLiteracy.
650 1 4 _aEducation.
650 2 4 _aEducational Philosophy.
650 2 4 _aTeaching and Teacher Education.
650 2 4 _aLiteracy.
650 2 4 _aEducation (general).
650 2 4 _aCurriculum Studies.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400724006
830 0 _aContemporary Philosophies and Theories in Education ;
_v3
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-2401-3
912 _aZDB-2-SHU
999 _c104470
_d104470