000 03981cam a2200445 i 4500
001 BRILL9789004401105
003 nllekb
005 20260610105556.0
007 cr un uuuua
008 190430s2019 ne b 001 0 eng
020 _a9789004401105
_q(electronic book)
020 _z9789004401099
_q(print)
024 7 _a10.1163/9789004401105
_2DOI
035 _a(OCoLC)1117283285
040 _aNL-LeKB
_cNL-LeKB
_erda
050 0 0 _aLC191
_b.B552 2019
072 7 _aJNAM
_2bicssc
072 7 _aEDU
_x040000
_2bisacsh
082 0 0 _a306.43
_223
100 1 _aBiesta, Gert,
_eauthor.
245 1 0 _aObstinate education :
_breconnecting school and society /
_cby Gert Biesta.
264 1 _aLeiden Boston :
_bBrill | Sense,
_c2019.
300 _a1 online resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_2rdacarrier
490 1 _aEducational Futures;
_vvolume72
490 1 _aEducational Research E-Books Online, Collection 2019, ISBN: 9789004390836
504 _aIncludes bibliographical references (pages [168]-181) and index.
505 0 0 _tFront Matter -- Copyright page -- Epigraph -- Preface -- Acknowledgements -- Note on the Author -- Introduction -- Responsive or Responsible? Democratic Education for the Global Networked Society -- How General Can Bildung Be? Reflections on the Future of a Modern Educational Ideal -- Becoming World-Wise: An Educational Perspective on the Rhetorical Curriculum -- Critical Thinking and the Question of Critique: Some Lessons from Deconstruction -- Philosophy, Exposure, and Children: How to Resist the Instrumentalisation of Philosophy in Education -- No Education without Hesitation: Exploring the Limits of Educational Relations -- Transclusion: Overcoming the Tension between Inclusion and Exclusion in the Discourse on Democracy and Democratisation -- Education and Democracy Revisited: Dewey’s Democratic Deficit -- Making Pedagogy Public: For the Public, of the Public, or in the Interest of Publicness? -- Looking Back and Looking Forward -- Back Matter -- From Experimentalism to Existentialism: Writing in the Margins of Philosophy of Education -- References.
520 _aWhat should the relationship between school and society be? Obstinate Education: Reconnecting School and Society argues that education is not just there to give individuals, groups and societies what they want from it, but that education has a duty to resist. Education needs to be obstinate, not for the sake of being difficult, but in order to make sure that it can contribute to emancipation and democratisation. This requires that education always brings in the question whether what is desired from it is going to help with living life well, individually and collectively, on a planet that has a limited capacity for giving everything that is desired from it. This book argues that education should not just be responsive but should keep its own responsibility; should not just focus on empowerment but also on emancipation; and, through this, should help students to become ‘world-wise.’ It argues that critical thinking and classroom philosophy should retain a political orientation and not be reduced to useful thinking skills, and shows the importance of hesitation in educational relationships. This text makes a strong case for the connection between education and democracy, both in the context of schools, colleges and universities and in the work of public pedagogy.
650 0 _aEducational sociology.
650 0 _aEducation
_xPhilosophy.
650 0 _aDemocracy and education.
776 0 8 _iPrint version:
_tObstinate education: reconnecting school and society,
_dLeiden Boston: Brill | Sense, 2019
_w9789004401099
830 0 _aEducational Futures;
_vvolume72.
830 0 _aEducational Research E-Books Online, Collection 2019, ISBN: 9789004390836.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1163/9789004401105
999 _c40515
_d40515