| 000 | 03184nam a22005415i 4500 | ||
|---|---|---|---|
| 999 |
_c101594 _d101594 |
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| 001 | 978-3-030-16605-2 | ||
| 003 | DE-He213 | ||
| 005 | 20210117163144.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 190415s2019 gw | s |||| 0|eng d | ||
| 020 | _a9783030166052 | ||
| 024 | 7 |
_a10.1007/978-3-030-16605-2 _2doi |
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| 040 | _cМУБИС | ||
| 050 | 4 | _aLB2806.15 | |
| 072 | 7 |
_aJNKC _2bicssc |
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| 072 | 7 |
_aEDU007000 _2bisacsh |
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| 072 | 7 |
_aJNDG _2thema |
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| 082 | 0 | 4 |
_a375 _223 |
| 100 | 1 |
_avan Kessel, Cathryn. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut |
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| 245 | 1 | 3 |
_aAn Education in 'Evil' _h[electronic resource] : _bImplications for Curriculum, Pedagogy, and Beyond / _cby Cathryn van Kessel. |
| 250 | _a1st ed. 2019. | ||
| 264 | 1 |
_aCham : _bSpringer International Publishing : _bImprint: Palgrave Macmillan, _c2019. |
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| 300 |
_aXIV, 155 p. 1 illus. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 347 |
_atext file _bPDF _2rda |
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| 490 | 1 | _aPalgrave Studies in Educational Futures | |
| 505 | 0 | _a1. Introduction -- 2. Evil is in the Eye of the Beholder -- 3. Banal Evil and Social Studies Education -- 4. Processes of Evil as a Supplement to Citizenship Education -- 5. The Politics of Evil -- 6. Symbolic Evil and the Schooling System -- 7. Evil, Existential Terror, and Classroom Climate -- 8. Epilogue.-. | |
| 520 | _aThis book asserts that engaging with divergent understandings about the nature of evil and how it functions can help those interested in education think through issues in curriculum, pedagogy, and beyond. The author provokes thinking about and through the concept of evil in the spirit of thoughtful education (as opposed to thoughtless schooling) toward how we might live together in less harmful ways. Although thinking about evil can be uncomfortable and troubling, such inquiries help us explore what sort of relations we want to have with others. Analyzing our role in evil as humans, as well as our responsibilities to counter the processes of evil present in our everyday lives, opens up a potential to foster radical thought in and out of the classroom. | ||
| 650 | 0 | _aCurriculums (Courses of study). | |
| 650 | 0 | _aEducation—Curricula. | |
| 650 | 0 | _aEducation—Philosophy. | |
| 650 | 0 | _aEducational sociology. | |
| 650 | 1 | 4 |
_aCurriculum Studies. _0https://scigraph.springernature.com/ontologies/product-market-codes/O15000 |
| 650 | 2 | 4 |
_aEducational Philosophy. _0https://scigraph.springernature.com/ontologies/product-market-codes/O38000 |
| 650 | 2 | 4 |
_aSociology of Education. _0https://scigraph.springernature.com/ontologies/product-market-codes/O29000 |
| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer Nature eBook | |
| 776 | 0 | 8 |
_iPrinted edition: _z9783030166045 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783030166069 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783030166076 |
| 830 | 0 | _aPalgrave Studies in Educational Futures | |
| 856 | 4 | 0 | _uhttps://doi.org/10.1007/978-3-030-16605-2 |
| 942 |
_2ddc _cEBOOK |
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