Philosophical Perspectives on Play

Author: Malcolm MacLean,Wendy Russell,Emily Ryall

Publisher: Routledge

ISBN: 1317554310

Category: Education

Page: 224

View: 622

Philosophical Perspectives on Play builds on the disciplinary and paradigmatic bridges constructed between the study of philosophy and play in The Philosophy of Play (Routledge, 2013) to develop a richer understanding of the concept and nature of play and its relation to human life and value. Made up of contributions from leading international thinkers and inviting readers to explore the presumptions often attached to play and playfulness, the book considers ways that play in ‘virtual’ and ‘real’ worlds can inform understandings of each, critiquing established norms and encouraging scepticism about the practice and experience of play. Organised around four central themes -- play(ing) at the limits, aesthetics, metaphysics/ontology and ethics -- the book extends and challenges notions of play by drawing on issues emerging in sport, gaming, literature, space and art, with specific attention paid to disruption and danger. It is intended to provide scholars and practitioners working in the spheres of play, education, games, sport and related subjects with a deeper understanding of philosophical thought and to open dialogue across these disciplines.
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The Philosophy of Play

Author: Emily Ryall,Wendy Russell,Malcolm MacLean

Publisher: Routledge

ISBN: 1136269916

Category: Education

Page: 216

View: 2910

Play is a vital component of the social life and well-being of both children and adults. This book examines the concept of play and considers a variety of the related philosophical issues. It also includes meta-analyses from a range of philosophers and theorists, as well as an exploration of some key applied ethical considerations. The main objective of The Philosophy of Play is to provide a richer understanding of the concept and nature of play and its relation to human life and values, and to build disciplinary and paradigmatic bridges between scholars of philosophy and scholars of play. Including specific chapters dedicated to children and play, and exploring the work of key thinkers such as Plato, Sartre, Wittgenstein, Gadamer, Deleuze and Nietzsche, this book is invaluable reading for any advanced student, researcher or practitioner with an interest in education, playwork, leisure studies, applied ethics or the philosophy of sport.
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Multidisciplinary Perspectives on Play from Birth and Beyond

Author: Sandra Lynch,Deborah Pike,Cynthia à Beckett

Publisher: Springer

ISBN: 9811026432

Category: Education

Page: 294

View: 9851

While firmly acknowledging the importance of play in early childhood, this book interrogates the assumption that play is a birthright. It pushes beyond traditional understandings of play to ask questions such as: what is the relationship between play and the arts – theatre, music and philosophy – and between play and wellbeing? How is play relevant to educational practice in the rapidly changing circumstances of today’s world? What do Australian Aboriginal conceptions of play have to offer understandings of play? The book examines how ideas of play evolve as children increasingly interact with popular culture and technology, and how developing notions of play have changed our work spaces, teaching practices, curricula, and learning environments, as well as our understanding of relationships between children and adults. This multidisciplinary volume on the subject of play combines the work of some of the world’s leading researchers in the field of early childhood education with contributions from distinguished and emerging scholars in areas as diverse as education, theatre studies, architecture, literature, philosophy, cultural studies, theology and the creative arts. Reconsidering the common focus on play in early education, to investigate its broader impact, this collection offers a refreshing and valuable addition to studies on play, reconceptualizing it for the 21st century.
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New Perspectives on Philosophy and Education

Author: Gerald Lee Gutek

Publisher: Pearson College Division

ISBN: 9780205594337

Category: Education

Page: 452

View: 3056

Leading author, Gerry Gutek, discusses the major philosophical systems and then applies how these systems and ideologies contribute to educational theory. Examines the origen, meaning and relevance to teaching and learning. New Perspectives on Philosophy and Education is organized into three major parts: philosophies, ideologies, and theories of education. Part I examines philosophy and education, idealism, realism, pragmatism, existentialism and postmodernism and analyzes their educational implications; Part II examines Ideology, Nationalism, Liberalism, Conservatism, and Marxism and analyzes their educational implications; Part III deals with theory, Essentialism, Progressivism, Social Reconstructionism, Critical Theory, and Globalization in terms of their meaning for education. In drawing out the educational implications of these philosophies, ideologies, and theories, the author places them in the context of education, schooling, curriculum, and instruction. Pedagogical aspects include discussion questions, topics for reflection and research, websites, and suggested readings.
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Philosophical Perspectives on Metaphor

Author: Mark Johnson

Publisher: U of Minnesota Press

ISBN: 0816657971

Category: Philosophy

Page: 361

View: 6097

Philosophical Perspectives on Metaphor was first published in 1981. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions. "We are," says Mark Johnson, "in the midst of metaphormania." The past few years have seen an explosion of interest in metaphor as a vehicle for exploring the relations between language and thought. While a number of recent books have dealt with metaphor from the standpoints of several disciplines, there is no collection that shows the best of the work that has been done in the field of philosophy. Mark Johnson has brought together essays that define the central issues of the discussion in this field. His introductory essay offers a critical survey of historically influential treatments of figurative language (including those of Aristotle, Hobbes, Locke, Kant, and Nietzsche) and sets forth the nature of various issues that have been of interest to philosophers. Thus, it provides a context in which to understand the motivations, influences, and significance of the collected essays. An annotated bibliography serves as a catalog of all relevant literature. Philosophical Perspectives on Metaphor provides an entry point into the philosophical exploration of metaphor for students, philosophers, linguists, psychologists, artists, critics, or anyone interested in language and its relation to understanding and experience.
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Philosophical Perspectives on Lifelong Learning

Author: David N. Aspin

Publisher: Springer Science & Business Media

ISBN: 1402061935

Category: Education

Page: 334

View: 9755

This book provides an easily accessible, practical yet scholarly source of information about the international concern for the philosophy, theory, categories and concepts of lifelong learning. Written in a straightforward understandable manner, the book examines in depth the range of philosophical perspectives in the field of lifelong learning theory, policy, practice and applied scholarship.
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Philosophical Perspectives on Teacher Education

Author: Ruth Heilbronn,Lorraine Foreman-Peck

Publisher: John Wiley & Sons

ISBN: 1118977777

Category: Education

Page: 216

View: 2015

Philosophical Perspectives on Teacher Education presents a series of well-argued essays about the ethical considerations that should be addressed in teacher training and educational policies and practices. Brings together philosophical essays on an underserved yet urgent aspect of teacher education Explores the kinds of ethical considerations that should enter into discussions of a teacher’s professional education Illuminates the knowledge and understanding that teachers need to sustain their careers and long-term sense of well being Represents an important resource to stimulate contemporary debates about what the future of teacher education should be
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SAGE Handbook of Play and Learning in Early Childhood

Author: Elizabeth Brooker,Mindy Blaise,Susan Edwards

Publisher: SAGE

ISBN: 1473907160

Category: Education

Page: 448

View: 2383

'This Handbook offers diverse perspectives from scholars across the globe who help us see play in new ways. At the same time the basic nature of play gives a context for us to learn new theoretical frameworks and methods. A real gem!' - Beth Graue, Department of Curriculum and Instruction, Wisconsin Center for Education Research, USA Play and learning scholarship has developed considerably over the last decade, as has the recognition of its importance to children’s learning and development. Containing chapters from highly respected researchers, whose work has been critical to building knowledge and expertise in the field, this Handbook focuses on examining historical, current and future research issues in play and learning scholarship. Organized into three sections which consider: theoretical and philosophical perspectives on play and learning play in pedagogy, curriculum and assessment play contexts. The Handbook's breadth, clarity and rigor will make it essential reading for researchers and postgraduate students, as well as professionals with interest in this dynamic and changing field. Liz Brooker is Reader in Early Childhood in the Faculty of Children and Learning at the Institute of Education, University of London. Mindy Blaise is an Associate Professor of Early Childhood Education in the Department of Early Childhood Education at the Hong Kong Institute of Education. Susan Edwards is Associate Professor in Curriculum and Pedagogy at Australian Catholic University. This handbook's International Advisory Board included: Jo Aliwood, The University of Newcastle, Australia Pat Broadhead, Leeds Metropolitan University, Australia Stig Brostrom, Aarhus University, Denmark Hasina Ebrahim, University of the Free State, South Africa Beth Graue, Wisconsin Center for Education Research, USA Amita Gupta, The City College of New York, CUNY, USA Marjatta Kalliala, University of Helsinki, Finland Rebecca Kantor, University of Colorado Denver, USA Colette Murphy, Trinity College, Dublin, Republic of Ireland Ellen Sandseter, Queen Maud University College of Early Childhood Education, Norway
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Philosophical Perspectives on the 'War on Terrorism'

Author: Gail M. Presbey

Publisher: Rodopi

ISBN: 9042021969

Category: Political Science

Page: 490

View: 7240

Philosophy of Peace (POP), in conjunction with Concerned Philosophers for Peace, explores socio-political and ethical perspectives on modern warfare, peacemaking, and conflict resolution, including the many forms of domestic and global violence, such as sexism, racism, and classism. This book responds to the Bush Administration position on the "war on terror." It examines preemption within the context of "just war"; justification for the United States-led invasion of Iraq, with some authors charging that its tactics serve to increase terror; global terrorism; and concepts such as reconciliation, Islamic identity, nationalism, and intervention. The Value Inquiry Book Series (VIBS) is an international scholarly program, founded in 1992 by Robert Ginsberg, that publishes philosophical books in all areas of value inquiry, including social and political thought, ethics,, applied philosophy, aesthetics: feminism, pragmatism, personalism, religious values, health values, values in education, values in science and technology, humanistic psychology, cognitive science, formal axiology, history of philosophy, post-communist thought, peace theory, law and society, and theory of culture.
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The Philosophy of Childhood

Author: Gareth B. Matthews

Publisher: Harvard University Press

ISBN: 9780674664807

Category: Psychology

Page: 136

View: 7938

So many questions, such an imagination, endless speculation: the child seems to be a natural philosopher--until the ripe old age of eight or nine, when the spirit of inquiry mysteriously fades. What happened? Was it something we did--or didn't do? Was the child truly the philosophical being he once seemed? Gareth Matthews takes up these concerns in The Philosophy of Childhood, a searching account of children's philosophical potential and of childhood as an area of philosophical inquiry. Seeking a philosophy that represents the range and depth of children's inquisitive minds, Matthews explores both how children think and how we, as adults, think about them. Adult preconceptions about the mental life of children tend to discourage a child's philosophical bent, Matthews suggests, and he probes the sources of these limiting assumptions: restrictive notions of maturation and conceptual development; possible lapses in episodic memory; the experience of identity and growth as "successive selves," which separate us from our own childhoods. By exposing the underpinnings of our adult views of childhood, Matthews, a philosopher and longtime advocate of children's rights, clears the way for recognizing the philosophy of childhood as a legitimate field of inquiry. He then conducts us through various influential models for understanding what it is to be a child, from the theory that individual development recapitulates the development of the human species to accounts of moral and cognitive development, including Piaget's revolutionary model. The metaphysics of playdough, the authenticity of children's art, the effects of divorce and intimations of mortality on a child--all have a place in Matthews's rich discussion of the philosophical nature of childhood. His book will prompt us to reconsider the distinctions we make about development and the competencies of mind, and what we lose by denying childhood its full philosophical breadth.
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Philosophical Perspectives on Compulsory Education

Author: Marianna Papastephanou

Publisher: Springer Science & Business Media

ISBN: 9400773110

Category: Education

Page: 191

View: 778

​From antiquity to the present, schools of some form have, in one way or other, been involved in the material and symbolic reproduction of societies. Such diachronic resilience, along with the synchronic omnipresence of schooling often makes schools appear as natural, self-evident and unavoidable. This naturalization of schooling is then extended to its modern specification as compulsory in a universalist fashion. This book does not only seek to explore what is left of older debates on compulsory education in the years’ hindsight but also to associate the discussion of schooling with new theoretical developments and new emphases. It contains a first part, which operates, primarily, at the conceptual and justificatory level and reserves a, more or less, qualified welcome to a revisited notion of compulsory. And it supplements this first part with a second, more applied one that focuses on specific aspects of compulsory schooling and/or education. From Luther down to John Stuart Mill and John Dewey, compulsory education has been heralded either as a vehicle of social coordination and individual well-being, or as a vehicle of democratization and progress, or as a means for protecting the rights of the young and of society, and so on and so forth. But there have also been periods of challenge and denaturalization of compulsory education, producing a range of interesting and spirited debates not only on matters of educational legality but also on matters that boil down to broader philosophical questions about the self and the world. Without neglecting the lasting significance of older debates, argumentation over schooling, its character and its scope can be recast in the light of current philosophical educational debates. Given the fact that failure adequately to mine such connections leads to a lack in philosophical-educational engagement with one of the most central pedagogical practices of the contemporary world, namely, the school, the book aspires to remedy this lack and to put together work that addresses those connections through the highly original and innovative work of its contributors. The subtext in all contributions is a vision of educational transformation in one way or other. All chapters (from the most theoretical to the most practice-related) promote a version of a recast or redirected compulsory schooling.
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The Philosophy of Play as Life

Author: Wendy Russell,Emily Ryall,Malcolm MacLean

Publisher: Routledge

ISBN: 1315454114

Category: Education

Page: 252

View: 8310

It is now widely acknowledged that play is central to our lives. As a phenomenon, play poses important questions of reality, subjectivity, competition, inclusion and exclusion. This international collection is the third in a series of books (including The Philosophy of Play and Philosophical Perspectives on Play) that aims to build paradigmatic bridges between scholars of philosophy and scholars of play. Divided into four sections (Play as Life, Play as Games, Play as Art and Play as Politics), this book sheds new light on the significance of play for both children and adults in a variety of cultural settings. Its chapters encompass a range of philosophical areas of enquiry such as metaphysics, aesthetics and ethics, and the spectrum of topics explored includes games, jokes, sport and our social relationship with the Internet. With contributions from established and emerging scholars from around the world, The Philosophy of Play as Life is fascinating reading for all those with an interest in playwork, the ethics and philosophy of sport, childhood studies or the philosophy of education.
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J. M. Coetzee and Ethics

Philosophical Perspectives on Literature

Author: Anton Leist,Peter Singer

Publisher: Columbia University Press

ISBN: 0231148402

Category: Philosophy

Page: 408

View: 9865

This collection takes stock of J.M. Coetzee's impact from a number of interesting angles, Including animals, sexuality, race, and reason. The time is truly ripe for such a volume. Philosophers Who are interested Coetzee's work will find these essays useful for their own research, and readers of Coetzee who share an interest in philosophy will be able to further explore those interests."-Matthew Calarco, California State University at Fullerton, and author of Zoographies: The Question of the Animal from Heidegger to Derrida --Book Jacket.
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Philosophical Perspectives on Punishment, Second Edition

Author: Gertrude Ezorsky

Publisher: SUNY Press

ISBN: 1438458576

Category: Philosophy

Page: 462

View: 1060

Historical and contemporary philosophical writings on punishment. Bringing together classic and contemporary texts, this collection considers general philosophical concepts about and justifications for punishment, along with particular issues such as the death penalty and possible alternatives to punishment. New to the second edition are sections on prison labor, solitary confinement, and issues relating to the punishment of people of color, women, and the poor. Drawing from philosophy, law, literature, and activism, Gertrude Ezorsky provides a comprehensive and up-to-date account of the philosophical issues underlying and growing out of punishment.
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Of Minds and Molecules

New Philosophical Perspectives on Chemistry

Author: Nalini Bhushan

Publisher: Oxford University Press on Demand

ISBN: 0195128346

Category: Science

Page: 299

View: 4609

Of Minds and Molecules is the first anthology devoted exclusively to work in the philosophy of chemistry. The essays, written by both chemists and philosophers, adopt distinctive philosophical perspectives on chemistry and collectively offer both a conceptualization of and a justification for this emerging field.
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Philosophical Perspectives on Infinity

Author: Graham Oppy

Publisher: Cambridge University Press

ISBN: 1139455117

Category: Philosophy

Page: N.A

View: 9155

This book is an exploration of philosophical questions about infinity. Graham Oppy examines how the infinite lurks everywhere, both in science and in our ordinary thoughts about the world. He also analyses the many puzzles and paradoxes that follow in the train of the infinite. Even simple notions, such as counting, adding and maximising present serious difficulties. Other topics examined include the nature of space and time, infinities in physical science, infinities in theories of probability and decision, the nature of part/whole relations, mathematical theories of the infinite, and infinite regression and principles of sufficient reason.
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Risk: Philosophical Perspectives

Author: Tim Lewens

Publisher: Routledge

ISBN: 1134100280

Category: Philosophy

Page: 232

View: 3015

How can we determine an acceptable level of risk? Should these decisions be made by experts, or by the people they affect? How should safety and security be balanced against other goods, such as liberty? This is the first collection to examine the philosophical dimensions of these pressing practical problems. Leading scholars exploring the full range of philosophical implications of risk, including: risk and ethics risk and rationality risk and scientific expertise risk and lay knowledge the objectivity of risk assessment risk and the precautionary principle risk and terror. With contributions from Carl F. Cranor, Sven Ove Hansson, Martin Kusch, Tim Lewens, D.H. Mellor, Adam Morton, Stephen Perry, Martin Peterson, Alan Ryan, Per Sandin, Cass R. Sunstein and Jonathan Wolff; this collection is essential reading, not only for philosophers and researchers in legal, economic and environmental studies, but for those seeking to gain a better understanding of the decisions we must make as concerned citizens.
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The Ethics of Archaeology

Philosophical Perspectives on Archaeological Practice

Author: Chris Scarre,Geoffrey Scarre

Publisher: Cambridge University Press

ISBN: 1139447726

Category: Social Science

Page: N.A

View: 6247

The question of ethics and their role in archaeology has stimulated one of the discipline's liveliest debates. In this collection of essays, first published in 2006, an international team of archaeologists, anthropologists and philosophers explore the ethical issues archaeology needs to address. Marrying the skills and expertise of practitioners from different disciplines, the collection produces interesting insights into many of the ethical dilemmas facing archaeology today. Topics discussed include relations with indigenous peoples; the professional standards and responsibilities of researchers; the role of ethical codes; the notion of value in archaeology; concepts of stewardship and custodianship; the meaning and moral implications of 'heritage'; the question of who 'owns' the past or the interpretation of it; the trade in antiquities; the repatriation of skeletal material; and treatment of the dead. This important collection is essential reading for all those working in the field of archaeology, be they scholar or practitioner.
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In the Process of Becoming

Analytic and Philosophical Perspectives on Form in Early Nineteenth-Century Music

Author: Janet Schmalfeldt

Publisher: Oxford University Press

ISBN: 0190656123

Category: Music

Page: 344

View: 8409

With their insistence that form is a dialectical process in the music of Beethoven, Theodor Adorno and Carl Dahlhaus emerge as the guardians of a long-standing critical tradition in which Hegelian concepts have been brought to bear on the question of musical form. Janet Schmalfeldt's ground-breaking account of the development of this Beethoven-Hegelian tradition restores to the term "form" some of its philosophical associations in the early nineteenth century, when profound cultural changes were yielding new relationships between composers and their listeners, and when music itself-in particular, instrumental music-became a topic for renewed philosophical investigation. Precedents for Adorno's and Dahlhaus's concept of form as process arise in the Athenäum Fragments of Friedrich Schlegel and in the Encyclopaedia Logic of Hegel. The metaphor common to all these sources is the notion of becoming; it is the idea of form coming into being that this study explores in respect to music by Beethoven, Schubert, Mendelssohn, Chopin, and Schumann. A critical assessment of Dahlhaus's preoccupation with the opening of Beethoven's "Tempest" Sonata serves as the author's starting point for the translation of philosophical ideas into music-analytical terms-ones that encourage listening "both forward and backward," as Adorno has recommended. Thanks to the ever-growing familiarity of late eighteenth-century audiences with formal conventions, composers could increasingly trust that performers and listeners would be responsive to striking formal transformations. The author's analytic method strives to capture the dynamic, quasi-narrative nature of such transformations, rather than only their end results. This experiential approach to the perception of form invites listeners and especially performers to participate in the interpretation of processes by which, for example, a brooding introduction-like opening must inevitably become the essential main theme in Schubert's Sonata, Op. 42, or in which tremendous formal expansions in movements by Mendelssohn offer a dazzling opportunity for multiple retrospective reinterpretations. Above all, In the Process of Becoming proposes new ways of hearing beloved works of the romantic generation as representative of their striving for novel, intensely self-reflective modes of communication.
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Philosophy of Leisure

Foundations of the good life

Author: Johan Bouwer,Marco van Leeuwen

Publisher: Routledge

ISBN: 1317433734

Category: Philosophy

Page: 250

View: 1160

What is leisure? How does leisure relate to leading a good life? This critical and intelligent study interrogates the basic principles of leisure and demonstrates the continuing relevance of these questions for our society today. It not only explores the traditional philosophical concepts at the heart of leisure studies, but also pursues new possibilities for reconceptualising leisure that have emerged from recent developments in society, technology and the broader discipline of philosophy itself. Approaching leisure from a philosophically inquisitive perspective, the book argues that leisure revolves around the pursuit of happiness, human flourishing and well-being, making it both a state of mind and a state of being. Its exploration of the meaning of leisure addresses key issues such as identity, ethics, spirituality, human experience, freedom, technology, embodiment, well-being, the fundamental properties of leisure and the challenge of offering a meaningful definition. Revitalising the subject of leisure studies with its originality, Philosophy of Leisure: Foundations of the Good Life is fascinating reading for all students and scholars of leisure studies, philosophy, sociology, psychology and ethics.
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