{"title":"New Directions In The Philosophy Of Education","description":"\u003cp\u003eExplore fresh perspectives on education with this thought-provoking series. Perfect for educators and students alike, delve into innovative ideas shaping the future of teaching and learning.\u003c\/p\u003e","products":[{"product_id":"on-study-giorgio-agamben-and-educational-potentiality-book-tyson-e-lewis-9781138649910","title":"On Study: Giorgio Agamben and educational potentiality","description":"In an educational landscape dominated by discourses and practices of learning, standardized testing, and the pressure to succeed, what space and time remain for studying?   In this book, Tyson E. Lewis argues that studying is a distinctive educational experience with its own temporal, spatial, methodological, aesthetic, and phenomenological dimensions. Unlike learning, which presents the actualization of a student’s \"potential\" in recognizable and measurable forms, study emphasizes the experience of potentiality, freed from predetermined outcomes. Studying suspends and interrupts the conventional logic of learning, opening up a new space and time for educational freedom to emerge.   Drawing upon the work of Italian philosopher and critical theorist Giorgio Agamben, Lewis provides a conceptually and poetically rich account of the interconnections between potentiality, freedom, and study. Through a mixture of educational critique, phenomenological description, and ontological analysis, Lewis redeems study as an invaluable and urgent educational experience that provides alternatives to the economization of education and the cooptation of potentiality in the name of efficiency. The resulting discussion uncovers multiple forms of study in a variety of unexpected places: from the political poetry of Adrienne Rich, to tinkering classrooms, to abandoned manifestos, and, finally, to Occupy Wall Street.   By reconnecting education with potentiality this book provides an educational philosophy that undermines the logic of learning and assessment, and turns our attention to the interminable paradoxes of studying. 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However, the metaphysics of presence, from an indigenous perspective, is constituted by all other things in the world, and Mika argues that the indigenous student and critic can re-emphasise worldedness and destabilise presence through creative responses, humour, and speculative thinking. This book concludes by positioning well-being within education, because education comprises acts of worldedness and presence.   This book will be of key interest to indigenous as well as non-indigenous academics, researchers and postgraduate students in the fields of philosophy of education, indigenous and Western philosophy, political strategy and post-colonial studies. 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Although he published more than 70 books, few were available in English until The Production of Space was translated in 1991. While this work - often associated with geography - has influenced educational theory’s ‘spatial turn,’ educationalists have yet to consider Lefebvre’s work more broadly.  This book engages in an educational reading of the selection of Lefebvre’s work that is available in English translation. After introducing Lefebvre’s life and works, the book experiments with his concepts and methods in a series of five ‘spatial histories’ of educational theories. In addition to The Production of Space, these studies develop themes from Lefebvre’s other translated works: Rhythmanalysis, The Explosion, the three volumes of Critique of Everyday Life and a range of his writings on cities, Marxism, technology and the bureaucratic state. In the course of these inquiries, Lefebvre’s own passionate interest in education is uncovered: his critiques of bureaucratised schooling and universities, the analytic concepts he devised to study educational phenomena, and his educational methods.  Throughout the book Middleton demonstrates how Lefebvre’s conceptual and methodological tools can enhance the understanding of the spatiotemporal location of educational philosophy and theory. 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Drawing on philosophical ideas concerning the good life and recent research in positive psychology, Teschers argues in favour of shifting the focus in education and schooling towards a beautiful life and an art of living for today's students.   Containing a thorough discussion of the ideas of contemporary German philosopher Wilhelm Schmid, this book considers the possible implications of developing a more humanistic and life-centred approach to educational policy, research and practice, showing that Schmid’s concept of Lebenskunst provides a firm philosophical basis for this endeavour. Among others, this book draws on analytical and continental traditions to challenge current views and assumptions in regard to education and the role of schooling for contemporary societies. As a result, Teschers’ work is sure to spark a debate about the direction of educational policy and practice in the 21st century.   Education and Schmid’s Art of Living is essential reading for academics and students with an interest in education. 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Literature and Philosophical Play in Early Childhood Education will be of great interest to academics, researchers, and post-graduate students in the fields of philosophy and education. It will also appeal to upper-level undergraduates, school psychologists, teachers, and therapists.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":50697867821329,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ GARDNERS","offer_id":50697871163665,"sku":"NGR9780367582104","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0367582104.jpg?v=1751165603"},{"product_id":"nature-art-and-education-in-east-asia-book-ruyu-hung-9781032294216","title":"Nature, Art, and Education in East Asia","description":"This volume explores the deeply interwoven connection of education, art and nature in the context of East Asia.   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The book offers a detailed analysis of how an education for democracy must encourage commitment to important ideals and strengthen the vulnerabilities of people which make them easily manipulated by politicians and the media. It addresses the need for education that focusses on people’s mode of being, so that in addition to becoming knowledgeable and skilful, people develop the disposition that is more appropriate for democratic living. Through embodying this approach of authentic spiritual growth through education, this book explores the idea of caring confrontations and critical reflection to enable personal change and growth.   Providing a thoughtful analysis of the role of education in democracy, the book will be of great interest to researchers, academics, and students in the fields of philosophy of education, educational theory and democratic education.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":50903196041489,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ GARDNERS","offer_id":50903196270865,"sku":"NGR9781032138336","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52586895409425,"sku":"NLS9781032138336","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/1032138335.jpg?v=1751237868"},{"product_id":"towards-a-posthuman-theory-of-educational-relationality-book-simon-ceder-9780367489151","title":"Towards a Posthuman Theory of Educational Relationality","description":"Towards a Posthuman Theory of Educational Relationality critically reads the intersubjective theories on educational relations and uses a posthuman approach to ascribe agency relationally to humans and nonhumans alike. The book introduces the concept of ‘educational relationality’ and contains examples of nonhuman elements of technology and animals, putting educational relationality and other concepts into context as part of the philosophical investigation. Drawing on educational and posthuman theorists, it answers questions raised in ongoing debates regarding the roles of students and teachers in education, such as the foundations of educational relations and how these can be challenged.  The book explores educational relations within the field of philosophy of education. After critically examining intersubjective approaches to theories of educational relations, anthropocentrism and subject-centrism are localized as two problematic aspects. Post-anthropocentrism and intra-relationality are proposed as a theoretical framework, before the book introduces and develops a posthuman theory of educational relations. 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