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Philosophy and Education as Action

Implications for Teacher Education
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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 episteme (knowledge), phronesis (practical reasoning), praxis (productive action), paideia (education), parhessia (free speech), techne (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: Episteme (knowledge) Chapter 2: Phronesis (practical reasoning) Chapter 3: Praxis (productive action) Chapter 4: Paideia (education) Chapter 5: Parhessia (free speech) Chapter 6: Techne (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
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