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El. knyga: Kantian Genesis of the Problem of Scientific Education: Emergence, Development and Future Prospects

  • Formatas: 212 pages
  • Išleidimo metai: 16-Apr-2020
  • Leidėjas: Routledge
  • Kalba: eng
  • ISBN-13: 9780429686917
Kitos knygos pagal šią temą:
Kantian Genesis of the Problem of Scientific Education: Emergence, Development and Future ProspectsDidesnis paveikslėlis
  • Formatas: 212 pages
  • Išleidimo metai: 16-Apr-2020
  • Leidėjas: Routledge
  • Kalba: eng
  • ISBN-13: 9780429686917
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Kantian Genesis of the Problem of Scientific Education terms the dominant educational paradigm of our time as scientific education and subjects it to historical analysis to bring its tacit racial, colonial and Eurocentric biases into view. Using archaeology and genealogy as tools of investigation, it traces the emergence of scientific education and related racial and colonial inequities in Western modernity, especially in the works of the defining figure of Western Enlightenment, Immanuel Kant.

The book addresses the key role played by Kant in establishing a Eurocentric rational notion of the human being. It also reveals genealogical continuities between Kantian and neoliberal rationality of the all-embracing market of today. It discusses several strategies for resistance against the imperial rationality based on decolonial and postcolonial perspectives and suggests basic principles for a shift of paradigm in education, including shifts in our understanding of the notions of criticism, freedom, the universal, art and the human being.

This book will be of great interest for academics and researchers and post graduate students in the fields of education, philosophy, and philosophy of education.

Recenzijos

"Only now has a thorough history confronted the coloniality of western scientific education from the ground up. Rasoul Nejadmehr argues powerfully that Kants philosophy is not the main problem, but rather a normalized Kantianism that forms the basis of modern education. It is a silent point of reference that frames how educators conduct contemporary schooling, often without overt knowledge of its guiding principles. Nejadmehrs genealogy presents in no uncertain terms Kantianisms racialized and colonial legacy on the practice of education. Once you engage this book, a return to innocence will be impossible. Kantian Genesis of the Problem of Scientific Education will become a classic in the study of race, colonialism, and philosophy of education."

Zeus Leonardo,Professor and Associate Dean, Graduate School of Education and Faculty of the Critical Theory Designated Emphasis, University of California, Berkeley

Preface vii
Kant abbreviations x
Nietzsche abbreviations x
Introduction 1(11)
The structure of the book
7(5)
1 Scientific education: a modern orientation toward education
12(33)
Reading Kant: an interpretive strategy
12(6)
Scientific education
18(8)
Why is the distinction between scientific education and science education needed?
26(5)
Why Kant is the generative context of scientific education
31(14)
2 Kant, the human being, science and education
45(35)
The human being as a knowing being: Kant's Copernican revolution
49(2)
Revolution from within the human being: exit from self-incurred immaturity
51(1)
The human being as an acting being: human obligation, how should we act
52(4)
The human being as a feeling being
56(7)
Kantian notion of science
63(5)
Kant, science and good education
68(5)
Education, science and the question of grounding
73(7)
3 Education, science and human progress
80(19)
Education as a way toward a cosmopolitan condition
85(2)
Rational apparatus of education
87(4)
Construction of the constitutive subject
91(3)
Scientific construction of the human being
94(5)
4 Scientific education and human diversity
99(19)
Kant and scientific colonialism: the uneducable others
104(6)
Kant and scientific racism
110(8)
5 Problematisation of the Kantian paradigm
118(22)
Problematisation of scientific education's actuality
123(17)
6 Beyond Kant: toward a polyphonic strategy of resistance
140(25)
Demands on white Western thinkers
143(3)
Western self-criticism: transforming Kant from within
146(8)
Criticism from an external perspective
154(11)
7 Delinking from the Kantian paradigm: a new educational orientation
165(25)
From an authoritarian to a dialogic notion of criticism
167(3)
From cognitivism to the diversity of daily practices
170(1)
From metaphysical to ontological notions of freedom
171(2)
From imperial universalism to translational universalism
173(2)
From science of education to art-science of education
175(6)
From homo economicus to homo polytropos
181(4)
Conclusion
185(5)
Bibliography 190(7)
Index 197
Rasoul Nejadmehr is an independent researcher and has been working with Swedish and EU cultural and educational policies. He lives in Gothenburg, Sweden.
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