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020 _a9783031573309
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024 7 _a10.1007/978-3-031-57330-9
_2doi
050 4 _aLB1-3640
072 7 _aJNA
_2bicssc
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100 1 _aDeegan, Marc James.
_eauthor.
_0(orcid)0000-0001-8382-7924
_1https://orcid.org/0000-0001-8382-7924
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_976619
245 1 0 _aReflections on Criticality in Educational Philosophy
_h[electronic resource] :
_bCritical Traditions, Freire and Wittgenstein /
_cby Marc James Deegan.
250 _a1st ed. 2024.
264 1 _aCham :
_bSpringer Nature Switzerland :
_bImprint: Palgrave Macmillan,
_c2024.
300 _aXIV, 375 p. 2 illus., 1 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aPalgrave Studies in Educational Philosophy and Theory,
_x2731-0795
505 0 _aPart 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.
520 _aThis 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.
650 0 _aEducation
_xPhilosophy.
_960756
650 0 _aCritical Thinking.
_958563
650 0 _aTeaching.
_959247
650 0 _aReasoning.
_976426
650 0 _aEducation and state.
_958709
650 1 4 _aEducational Philosophy.
_968856
650 2 4 _aCritical Thinking.
_958563
650 2 4 _aPedagogy.
_968979
650 2 4 _aInformal Logic.
_976427
650 2 4 _aEducation Policy.
_969626
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783031573293
776 0 8 _iPrinted edition:
_z9783031573316
776 0 8 _iPrinted edition:
_z9783031573323
830 0 _aPalgrave Studies in Educational Philosophy and Theory,
_x2731-0795
_973950
856 4 0 _uhttps://doi.org/10.1007/978-3-031-57330-9
912 _aZDB-2-SLS
912 _aZDB-2-SXS
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