9781472569127 - education in a post-metaphysical world: rethinking educational policy and practice through jürgen habermas' discourse morality di martin, christopher (24 risultati)
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Paperback. Condizione: New. What does it mean to say that a person has been educated? This question forms the basis of global education policy debates; from the way governments establish funding for national school systems, to the way children are treated in the classroom. Should there be a common ethical core to such polices? W…hat kind of educational process should aboriginal groups in Labrador, Canada, have a moral right to, and should this process be different from what children in New York's boroughs have claim to? Should a school-based curriculum, such as the UK's National Curriculum, make well-being a central concern or are there other ethical dimensions to be addressed? Christopher Martin explores these questions and argues that the best way to consider them is to view education as a matter of public moral understanding. He brings together traditions of thought central to philosophy of education, such as R.S. Peters, and connects this tradition to the moral philosophy and critical theory of Jurgen Habermas, whose theory of Discourse Morality has previously been given little attention in education circles.
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Condizione: New. Num Pages: 192 pages, black & white illustrations. BIC Classification: JNAM. Category: (P) Professional & Vocational; (U) Tertiary Education (US: College). Dimension: 157 x 235 x 11. Weight in Grams: 308. . 2014. Paperback. . . . .
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Condizione: New. Num Pages: 192 pages, black & white illustrations. BIC Classification: JNAM. Category: (P) Professional & Vocational; (U) Tertiary Education (US: College). Dimension: 157 x 235 x 11. Weight in Grams: 308. . 2014. Paperback. . . . . Books ship from the US and Ireland.
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Paperback. Condizione: New. What does it mean to say that a person has been educated? This question forms the basis of global education policy debates; from the way governments establish funding for national school systems, to the way children are treated in the classroom. Should there be a common ethical core to such polices? W…hat kind of educational process should aboriginal groups in Labrador, Canada, have a moral right to, and should this process be different from what children in New York's boroughs have claim to? Should a school-based curriculum, such as the UK's National Curriculum, make well-being a central concern or are there other ethical dimensions to be addressed? Christopher Martin explores these questions and argues that the best way to consider them is to view education as a matter of public moral understanding. He brings together traditions of thought central to philosophy of education, such as R.S. Peters, and connects this tradition to the moral philosophy and critical theory of Jurgen Habermas, whose theory of Discourse Morality has previously been given little attention in education circles.
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Paperback. Condizione: new. Paperback. What does it mean to say that a person has been educated? This question forms the basis of global education policy debates; from the way governments establish funding for national school systems, to the way children are treated in the classroom. Should there be a common ethical core to such… polices? What kind of educational process should aboriginal groups in Labrador, Canada, have a moral right to, and should this process be different from what children in New York's boroughs have claim to? Should a school-based curriculum, such as the UK's National Curriculum, make well-being a central concern or are there other ethical dimensions to be addressed? Christopher Martin explores these questions and argues that the best way to consider them is to view education as a matter of public moral understanding. He brings together traditions of thought central to philosophy of education, such as R.S. Peters, and connects this tradition to the moral philosophy and critical theory of Jurgen Habermas, whose theory of Discourse Morality has previously been given little attention in education circles. This title draws on Habermas' theory of discourse morality to consider educational policy from a moral point of view. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
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Condizione: New. Print on Demand pp. 208 49:B&W 6.14 x 9.21 in or 234 x 156 mm (Royal 8vo) Perfect Bound on White w/Gloss Lam.
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Paperback. Condizione: new. Paperback. What does it mean to say that a person has been educated? This question forms the basis of global education policy debates; from the way governments establish funding for national school systems, to the way children are treated in the classroom. Should there be a common ethical core to such… polices? What kind of educational process should aboriginal groups in Labrador, Canada, have a moral right to, and should this process be different from what children in New York's boroughs have claim to? Should a school-based curriculum, such as the UK's National Curriculum, make well-being a central concern or are there other ethical dimensions to be addressed? Christopher Martin explores these questions and argues that the best way to consider them is to view education as a matter of public moral understanding. He brings together traditions of thought central to philosophy of education, such as R.S. Peters, and connects this tradition to the moral philosophy and critical theory of Jurgen Habermas, whose theory of Discourse Morality has previously been given little attention in education circles. This title draws on Habermas' theory of discourse morality to consider educational policy from a moral point of view. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.
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Kartoniert / Broschiert. Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Über den AutorChristopher Martin is Assistant Professor of Education at the University of British Columbia, Kelowna, Canada.
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Taschenbuch. Condizione: Neu. Education in a Post-Metaphysical World | Rethinking Educational Policy and Practice Through Jurgen Habermas' Discourse Morality | Christopher Martin | Taschenbuch | Kartoniert / Broschiert | Englisch | 2014 | Bloomsbury 3PL | EAN 9781472569127 | Verantwortliche Person für die EU: Libri GmbH, Europaa…llee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.
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Taschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - What does it mean to say that a person has been educated This question forms the basis of global education policy debates; from the way governments establish funding for national school systems, to the way children are treated in the cl…assroom. Should there be a common ethical core to such polices What kind of educational process should aboriginal groups in Labrador, Canada, have a moral right to, and should this process be different from what children in New York's boroughs have claim to Should a school-based curriculum, such as the UK's National Curriculum, make well-being a central concern or are there other ethical dimensions to be addressed Christopher Martin explores these questions and argues that the best way to consider them is to view education as a matter of public moral understanding. He brings together traditions of thought central to philosophy of education, such as R.S. Peters, and connects this tradition to the moral philosophy and critical theory of Jurgen Habermas, whose theory of Discourse Morality has previously been given little attention in education circles.
