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Thinking, Childhood, and Time

- Contemporary Perspectives on the Politics of Education
Engelsk Hardback

Thinking, Childhood, and Time

- Contemporary Perspectives on the Politics of Education
Engelsk Hardback
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Thinking, Childhood, and Time: Contemporary Perspectives on the Politics of Education is an interdisciplinary exploration of the notion of childhood and its place in a philosophical education. Contributors consider children’s experiences of time, space, embodiment, and thinking. By acknowledging Hannah Arendt’s notion that every child brings a new beginning into the world, they address the question of how educators can be more responsive to the Otherness that childhood offers, while assuming that most educational models follow either a chronological model of child development or view children as human beings that are lacking. This book explores childhood as a philosophical concept in children, adults, and even beyond human beings—Childhood as a (forgotten) dimension of the world. Contributors also argue that a pedagogy that does not aim for an “exodus of childhood,” but rather responds to the arrival of a new human being responsibly (dialogically), fosters a deeper appreciation of the newness that children bring in order to sensitize us for our own Childhood as adults as well and allow us to welcome other forms of childhood in the world. As a whole, this book argues that the experience of natality, such as the beginning of life, is not chronologically determined, but rather can occur more than once in a human life and beyond. Scholars of philosophy, education, psychology, and childhood studies will find this book particularly useful.

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Thinking, Childhood, and Time: Contemporary Perspectives on the Politics of Education is an interdisciplinary exploration of the notion of childhood and its place in a philosophical education. Contributors consider children’s experiences of time, space, embodiment, and thinking. By acknowledging Hannah Arendt’s notion that every child brings a new beginning into the world, they address the question of how educators can be more responsive to the Otherness that childhood offers, while assuming that most educational models follow either a chronological model of child development or view children as human beings that are lacking. This book explores childhood as a philosophical concept in children, adults, and even beyond human beings—Childhood as a (forgotten) dimension of the world. Contributors also argue that a pedagogy that does not aim for an “exodus of childhood,” but rather responds to the arrival of a new human being responsibly (dialogically), fosters a deeper appreciation of the newness that children bring in order to sensitize us for our own Childhood as adults as well and allow us to welcome other forms of childhood in the world. As a whole, this book argues that the experience of natality, such as the beginning of life, is not chronologically determined, but rather can occur more than once in a human life and beyond. Scholars of philosophy, education, psychology, and childhood studies will find this book particularly useful.

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Produktdetaljer
Sprog: Engelsk
Sider: 240
ISBN-13: 9781793604583
Indbinding: Hardback
Udgave:
ISBN-10: 1793604584
Kategori: Samfundsvidenskabelig idéhistorie
Udg. Dato: 6 okt 2020
Længde: 24mm
Bredde: 236mm
Højde: 159mm
Forlag: Lexington Books
Oplagsdato: 6 okt 2020
Forfatter(e):
Forfatter(e)

Kategori Samfundsvidenskabelig idéhistorie

ISBN-13 9781793604583

Sprog Engelsk

Indbinding Hardback

Sider 240

Udgave

Længde 24mm

Bredde 236mm

Højde 159mm

Udg. Dato 6 okt 2020

Oplagsdato 6 okt 2020

Forlag Lexington Books

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