{"title":"Educational Philosophy And Theory","description":"\u003cp\u003eDelve into the foundations of education with this thought-provoking collection. Explore key theories and philosophies shaping modern learning, perfect for students, teachers, and anyone passionate about pedagogy.\u003c\/p\u003e","products":[{"product_id":"philosophy-and-pedagogy-of-early-childhood-book-sandy-farquhar-9780367022884","title":"Philosophy and Pedagogy of Early Childhood","description":"In recent years, new discourses have emerged to inform the philosophy and pedagogy of early childhood. This collection brings together contributions from leading scholars in early childhood education, and each chapter engages with the critical task of reformulating early childhood education and the philosophy of the child with a specific focus on pedagogy.   The contributors to Philosophy and Pedagogy of Early Childhood explore pedagogy through a philosophical lens, and discuss themes including intersubjectivity, alterity, ethics, and creative experience. Although these themes are addressed in very different ways, each invokes a call to teachers to consider their own position in the dialogical process of learning, and suggests that pedagogy is necessarily situated, provisional, compositional, and discursive. Such critical and philosophical inquiry is a welcome antidote in an era of pedagogical certainty and standards-based agendas. 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Over the last decennia, both education and policymaking have undergone radical changes, transcending them far beyond the historical limits of the modern nation-state where their contemporary shape originated. The often-discussed shift from government to governance in education policy, together with the crystallization of newly emerging spaces of transnational education, are illustrative in this respect. The national grammar of schooling is set out to arrange time in class hours, schooldays and yearly cohorts. Its curricula establish what the past should teach to future generations. But when education shifts perspectives towards transnational, European or even global levels, this past increasingly seems to lose relevance when understood as continuity and as tradition. Instead, in education as in policymaking, the discontinuity expected to result from a future deemed open and undetermined becomes an endless resource for the development of new political and educational (re)forms.  How are contemporary education and education policy creating and reacting to particular forms of presents, pasts or futures? How do specific forms of education (such as lifelong learning) relate to our shifting understandings of time? How are progress, acceleration and time related in educational reform processes? Through showing the contingency of time-making in educational practices, the contributions to this book seek to answer these questions and thus open avenues to think education and time anew.   The chapters in this book were originally published as a special issue of the journal Educational Philosophy and Theory.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ GARDNERS","offer_id":50698152542481,"sku":"NGR9781032021003","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1032021004.jpg?v=1750853779"},{"product_id":"education-for-sustainable-development-in-the-capitalocene-book-helena-pedersen-9781032471709","title":"Education for Sustainable Development in the ‘Capitalocene’","description":"The book seeks to explore ways in which education research, policy and practice ought to be re-thought and re-enacted under present bio-political predicaments. It brings together scholars working in the intersections of education for sustainable development, philosophy of education and curriculum theory who contribute original and radical analyses of education in an increasingly unpredictable and unintelligible world.  According to the Intergovernmental Panel on Climate Change (IPCC), humanity is closer to irreversible tipping points that, once reached will lead to accelerating transformations that will drastically change life on earth during the coming decades. Responses from education studies to these precarious social-ecological conditions range from pointing out necessary ways forward for education grounded in human accountability, responsibility, justice, ethics, and care; to dark ecology-oriented interventions unnerving the very premises that education relies on. When education is deeply entangled with, and contributing to, a catastrophic global development, the idea of education as a nostalgic promise for a common good and a better future comes under scrutiny. This volume re-configures education as inextricable from other anthropogenic threats and natural forces that seem to become increasingly intertwined in joint production of our current predicament. It urges educational theorists, practitioners, and policymakers to engage with thinking, practicing, and revolutionizing educational futures.  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Its emancipatory promise of upward social mobility has ultimately radically transformed the distribution of advantaged social positions and has had a lasting influence on the very idea of social status itself. Besides its inextricable link with equality of educational opportunity, the notion of talent also came to be associated with some of the most pressing contemporary issues as diverse as the ‘war for talent’, brain drain, immigration policies, talent management, global meritocracy, the ‘excellence gap’, the ‘ownership’ of natural resources, ability taxation, etc.  Nevertheless, while central to egalitarian conceptions of distributive justice, the notion of talent remains to a large extent absent from the voluminous literature on these issues. Unlike concepts traditionally associated with distributive justice, such as fairness, (in)equality, equality of opportunity as well as justice itself, the notion of talent has received only limited examination. 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The contributors to this volume are from different countries or areas in the world, but all share the same interest in exploring what it means to be human and how to cultivate the self. In this book, self-cultivation in classical Chinese philosophies—including Confucianism, neo-Confucianism, and Daoism—is scrutinised and elaborated upon, in order to reveal the significance of ancient wisdom for today’s educational issues, and to show the meaningful connections between Eastern and Western educational thoughts. By addressing many issues of contemporary importance including environmental education, equity and justice, critical rationalism, groundlessness of language, and power and governance, this book offers fresh views of self-cultivation illuminated not merely by East Asian philosophy of education but also by Western insights.     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In Pedagogy of Indignation, Freire stated that students should be educated to “dream of constant reinvention of the world, the dream of liberation, thus the dream of a less ugly society, one less mean-only dream of human beings' silent adaptation to a reality considered untouchable.” Readers will have the opportunity to understand how reinventions of Freire’s work continue to commit to these crucial goals.  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Simultaneously, education and pedagogy contain creative elements, presenting an immanent surplus that always exceeds incorporation. Empire and Education builds on the influential work of Michael Hardt and Antonio Negri to examine the role of education and pedagogy in the making and unmaking of Empire within our historical conjuncture. The essays included in the book, which include an interview with Michael Hardt, mobilize concepts of biopolitics, swarm intelligence, revolution, love, stupidity, the body, multitude, networked solidarity, and the common to imagine pedagogical possibilities for collective life beyond Empire. 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The contributors examine how ‘east’ and ‘west’ interact in educational philosophy and practice in Asian contexts. As a collection, they provide a broad view of Asian sustainability thinking that is not dominated by Confucianism, Buddhism, Islam, and post-colonialism, but rather which regards these themes—and other frameworks for sustainable education—as dynamic aspects of Asian contexts, both historically and today. As such, the book invites readers to consider the challenges and opportunities for theorising of sustainability in the philosophy of education, while also critically engaging with the way in which ‘Asia’ and ‘east’ are typically understood.     Of interest to those researchers in Asian conceptions of sustainability, this book highlights a series of potential insights in relation to the often-foregrounded perspectives of Global North and western-based frameworks.    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This book was originally published as a special issue of Educational Philosophy and Theory.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52684771787025,"sku":"NLS9781138641105","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781138641105.jpg?v=1762323800"},{"product_id":"activating-aesthetics-book-elizabeth-m-grierson-9781138096226","title":"Activating Aesthetics","description":"This book asks how the aesthetic might be activated and applied through philosophies of education, and how we can intervene in instrumental attitudes to education by activating an aesthetic sensibility. It was originally published in Educational Philosophy and Theory.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52692155891985,"sku":"NLS9781138096226","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781138096226.jpg?v=1762341293"},{"product_id":"kaleidoscopic-view-of-chinese-philosophy-of-education-book-ruyu-hung-9781138489288","title":"A Kaleidoscopic View of Chinese Philosophy of Education","description":"This book breaks the stereotype that links Chinese philosophy solely to Confucianism, instead providing a kaleidoscopic view of Chinese philosophy of education. The contributors explore a variety of issues, including the journey of modernisation (or Westernisation) of China’s education between the sixteenth and twentieth centuries; Chinese identity and the concept of race in education and history; contemporary interpretations of Confucian pedagogy in relation to twenty-first-century skills; the life story of a teacher in modern China as embodying the spirit of a Confucian pedagogue; the ecological self in education; an original interpretation of postmodern-Daoist symbolism; and the role of translation in producing and transmitting knowledge across cultural and linguistic boundaries.   This book was originally published as a special issue of Educational Philosophy and Theory.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52692616413457,"sku":"NLS9781138489288","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781138489288.jpg?v=1762342376"},{"product_id":"plasticity-and-education-book-kjetil-horn-hogstad-9781032350264","title":"Plasticity and Education","description":"This book explores the engagement between the philosophical concept of ‘plasticity’ and the radically changing space of educational thinking.  Plasticity is a central concept in the philosophy of Catherine Malabou. It represents a new metaphor for the space between the creation, resistance, and total dissolution of form. Plasticity designates the most prominent feature of the human being: the feature of shaping itself, receiving shape from outside, continually changing yet always indebted to its history. Differing from the formlessness of ‘flexibility’ – the notion that form can change into anything without resistance or consequence – plasticity represents a radical restructuring of our ideas of development and change. According to plasticity, the cause and space for change are found inside of form itself, and form accumulates form over time.  In other words, our biological body is both what changes and what causes change, but whatever change happens gives shape to what is to come later. In this way, plasticity formulates a new relationship between body and soul, matter and symbolism, brain and thinking. Their meeting space is represented metaphorically by the brain, the plastic organ par excellence.  Highly pertinent to educators, plasticity provides a new conceptualisation of the possibility of being and becoming. 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