04110nam a22005895i 4500 978-3-031-57330-9 DE-He213 20251030112035.0 cr nn 008mamaa 240510s2024 sz | s |||| 0|eng d 9783031573309 978-3-031-57330-9 10.1007/978-3-031-57330-9 doi LB1-3640 JNA bicssc EDU040000 bisacsh JNA thema Deegan, Marc James. author. (orcid)0000-0001-8382-7924 https://orcid.org/0000-0001-8382-7924 aut http://id.loc.gov/vocabulary/relators/aut 76619 Reflections on Criticality in Educational Philosophy [electronic resource] : Critical Traditions, Freire and Wittgenstein / by Marc James Deegan. 1st ed. 2024. Cham : Springer Nature Switzerland : Imprint: Palgrave Macmillan, 2024. XIV, 375 p. 2 illus., 1 illus. in color. online resource. text txt rdacontent computer c rdamedia online resource cr rdacarrier text file PDF rda Palgrave Studies in Educational Philosophy and Theory, 2731-0795 Part 1: Introduction -- Chapter 1: Perspectival Horizons -- Part 2: Educational Policy -- Chapter 2: Maintained Schools in England -- Chapter 3: Critical Thinking Models -- Part 3: Democracy and Social Justice -- Chapter 4: Walking my own path towards Democracy and Social Justice -- Chapter 5: Freire’s Dream of a Free and Inclusive Democratic Society -- Chapter 6: Wittgenstein as an Advocate for Social and Political Change -- Part 4: Thinking -- Chapter 7: What is Criticality? -- Chapter 8: Conceptions of Criticality -- Chapter 9: What is a Critical Education? -- Chapter 10: Who is the Critical Being? -- Chapter 11: Freire, Wittgenstein and Criticality -- Chapter 12: Freire, Wittgenstein and the Critical Being.-Part 5: Knowing -- Chapter 13: Ways of Knowing -- Chapter 14: Freire, Wittgenstein and Aesthetics, Ethics and Religious Belief -- Part 6: Reflections -- Chapter 15: Findings, Recommendations and Next Steps -- Chapter 16: Remarks in Closing. This book navigates global educational policy concerning critical thinking skills and competencies. The author explores the concept of criticality from the perspectives of several critical traditions, and draws on the works of Paulo Freire and Ludwig Wittgenstein. The diverse and intricate ideas, methods and ways of thinking that emerge are examined in the new perspectival space of ‘criticality scholarship’. Pursuing his own political and philosophical aspirations, the author endeavours to link a critical education with the promotion of democracy and social justice. Opportunities for further empirical and theoretical research are signposted. The book will be of interest to scholars in educational philosophy. Marc James Deegan is a retired Australian and English barrister and a former legal academic. He works with Reader Services in the Bodleian Library, University of Oxford, UK. Education Philosophy. 60756 Critical Thinking. 58563 Teaching. 59247 Reasoning. 76426 Education and state. 58709 Educational Philosophy. 68856 Critical Thinking. 58563 Pedagogy. 68979 Informal Logic. 76427 Education Policy. 69626 SpringerLink (Online service) Springer Nature eBook Printed edition: 9783031573293 Printed edition: 9783031573316 Printed edition: 9783031573323 Palgrave Studies in Educational Philosophy and Theory, 2731-0795 73950 https://doi.org/10.1007/978-3-031-57330-9 ZDB-2-SLS ZDB-2-SXS 59759 59759