Philosophy and Education as Action

Implications for Teacher Education

By (author) Yusef Waghid Stellenbosch University, Nuraan Davids Stellenbosch University

Publication date:

08 March 2017

Length of book:

160 pages

Publisher

Lexington Books

Dimensions:

238x161mm
6x9"

ISBN-13: 9781498543446

Nuraan Davids and Yusef Waghid teach philosophy of education to students, who are completing a post-graduate certificate in education (PGCE) in order to qualify as teachers. They make the argument that philosophy and education are intertwined as action concepts with the potential to affect teacher education practices. Philosophy and Education as Action: Implications for Teacher Education endeavors to clarify pertinent philosophical concepts in education and look at how these concepts impact teaching, learning, and management as classroom practices. Through the philosophical concepts of epistêmê (knowledge), phronesis (practical reasoning), praxis (productive action), paideia (education), parhessia (free speech), technê (craft or art), dialogos (deliberative engagement), philia (love and friendship), kosmopolitis (cosmopolitanism), and dinamis (potentiality), students can come to speech through a philosophical discourse situated in educational studies.

Contents
Preface
Chapter 1: Epistêmê (knowledge)
Chapter 2: Phronesis (practical reasoning)
Chapter 3: Praxis (productive action)
Chapter 4: Paideia (education)
Chapter 5: Parhessia (free speech)
Chapter 6: Techné (art, craft, skill or expertise)
Chapter 7: Dialogos (deliberative engagement)
Chapter 8: Philia (love or friendship)
Chapter 9: Kosmopolites (cosmopolitanism)
Chapter 10: Dinamis (potentiality)
Postscript: The migrant predicament as ‘denudated’ challenge to philosophy of education: Towards a notion of ‘spiritual’ justice – an instance of rhythmic action
References
About the Authors

Written with exemplary clarity, flair and imagination, Yusef Waghid and Nuraan Davids’ new book enriches teacher education and enlarges educational thought by exploring highly significant philosophical insights without a hint of reduction. As ‘rhythmic illuminations of how action can be engendered within philosophy of education’, the chapters of this book, which should be read by everyone in contemporary philosophy of education, bring valuable and passionate conviction to crucial topics of present-date educational-theoretical debates.