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245 0 0 _aEducation and conversation :
_bexploring Oakeshott's legacy /
_cedited by David Bakhurst, Paul Fairfield.
264 1 _aNew York :
_bBloomsbury Academic,
_c2016.
300 _a1 online resource
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
520 _a"Since Michael Oakeshott spoke of education as initiation into "the conversation of mankind" more than fifty years ago, the idea has inspired a diverse array of thinkers and continues to be invoked today by those seeking to resist the influence of managerialism and narrow instrumentalism in educational policy and practice. Education and Conversation draws together papers written by scholars from both the analytic and continental philosophical traditions to offer a variety of perspectives on the implications of Oakeshott's educational ideas. The metaphor of the conversation of mankind is explored, together with the roots of Oakeshott's thinking in his early philosophical work, the relevance of his ideas to the concept of Bildung, and the significance of his political conservatism in evaluating the seemingly progressive potential of his educational ideas. In addition, concepts prominent in Oakeshott's thought are taken up and brought to bear on contemporary philosophical discussions about education, learning and development, including the nature of initiation, the phenomenology of listening, and the value of the liberal arts tradition. Education and Conversation shows how the idea of conversation illuminates both the character and the ends of education, yielding insight into the scope and limits of the philosophy of education and the character of philosophical inquiry more generally"--
_cProvided by publisher.
504 _aIncludes bibliographical references and index.
588 0 _aPrint version record.
505 0 _aCover page ; Halftitle page ; Series page ; Title page ; Copyright page ; Contents; Acknowledgement; Notes on Contributors; Introduction David Bakhurst and Paul Fairfield; 1 Education and Conversation David Bakhurst; Voices; Conversation; Many voices, one subject; Truth; Initiation; Conclusion; Notes; 2 Experience in Experience and its Modes Barry Allen; Experience; Philosophical experience; Present experience; From modes of experience to the conversation of mankind; Notes; 3 Oakeshottian Pragmatism -- Conversation or Inquiry? Cheryl Misak; Oakeshott and classical pragmatism.
505 8 _aCambridge pragmatismPragmatism: inquiry or conversation?; Notes; 4 Bildung, Post-Kantian German Idealism and the Conversation of Mankind James Scott Johnston; Bildung and the conversation of beauty; Kant, Bildung and the education of taste; Hegel, beauty and the end of art; Rival discourses of art and Bildung; Oakeshott and the conversation of mankind; Bildung and the conversation of mankind; 5 Conservatism, Perfectionism and Equality Christine Sypnowich; Oakeshott's theory of education; Oakeshott's conservatism; Conservatives and progressives -- antagonisms.
505 8 _aConservatives and progressives -- affinitiesAutonomy and equality; Conclusion; Notes; 6 Oakeshott, Bonnett, Derrida and the Possibilities of Thought Emma Williams; Introduction; Bonnett's critique of Oakeshott; A traditional subject; Thinking beyond representation with Derrida; Oakeshott and the possibilities of thought; Notes; 7 A Turn in the Conversation Paul Standish; Acknowledgement; 8 A Phenomenology of Listening Paul Fairfield; Notes; 9 Conversation and Processes of Recognition Shaun Gallagher; Interaction as a dynamical process of sense- making; From recognition to responsiveness.
505 8 _aConversational imperialism and the real dynamics of conversationNotes; 10 Old Directions for New Minds Nancy Salay; The metaphor; Conversation and the brain; The conversation of mankind; Conclusion; Acknowledgement; Notes; 11 Education and Autonomy Sebastian R�odl; Introduction; Autonomy: what it is; Education: the kind of passion it is; The idea that education turns the child from an animal into a person, its inconsistency with the idea that the end of education is autonomy; The idea of changing into a person, its incoherence; Education as self-activity; Notes.
505 8 _a12 Getting to Hogwarts -- Michael Oakeshott, Ivan Illich and J.K. Rowling on 'School' Babette BabichOakeshott and the language of appetite; Ivan Illich; The university and the twelfth century; Getting to Hogwarts; Monastery and greenwood; Notes; References; Index.
590 _aeBooks on EBSCOhost
_bEBSCO eBook Subscription Academic Collection - Worldwide
600 1 0 _aOakeshott, Michael,
_d1901-1990
_xCriticism and interpretation.
600 1 7 _aOakeshott, Michael,
_d1901-1990.
_2fast
_0(OCoLC)fst01434113
650 0 _aEducation, Humanistic.
_0http://id.loc.gov/authorities/subjects/sh85041070
650 7 _aPhilosophy & theory of education.
_2bicssc
650 7 _aEducation.
_2bicssc
650 7 _aEDUCATION
_xPhilosophy & Social Aspects.
_2bisacsh
650 7 _aEDUCATION
_xGeneral.
_2bisacsh
650 7 _aEDUCATION
_xEssays.
_2bisacsh
650 7 _aEDUCATION
_xOrganizations & Institutions.
_2bisacsh
650 7 _aEDUCATION
_xReference.
_2bisacsh
650 7 _aEducation, Humanistic.
_2fast
_0(OCoLC)fst00903134
655 4 _aElectronic books.
655 7 _aCriticism, interpretation, etc.
_2fast
_0(OCoLC)fst01411635
700 1 _aBakhurst, David,
_eeditor.
700 1 _aFairfield, Paul,
_d1966-
_eeditor.
_0http://id.loc.gov/authorities/names/n00084106
776 0 8 _iPrint version:
_tEducation and conversation.
_dNew York : Bloomsbury Academic, 2016
_z9781472584335
_w(DLC) 2015044758
_w(OCoLC)929863958
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