000 04000nam a22004935i 4500
999 _c98318
_d98318
001 978-3-319-71356-4
003 DE-He213
005 20191024175446.0
007 cr nn 008mamaa
008 171201s2018 gw | s |||| 0|eng d
020 _a9783319713564
024 7 _a10.1007/978-3-319-71356-4
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNA
_2bicssc
072 7 _aEDU040000
_2bisacsh
072 7 _aJNA
_2thema
082 0 4 _a370.1
_223
100 1 _aMagrini, James M.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aPlato’s Socrates, Philosophy and Education
_h[electronic resource] /
_cby James M. Magrini.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2018.
300 _aXV, 121 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSpringerBriefs on Key Thinkers in Education,
_x2211-937X
505 0 _aIntroduction: Doctrinal and Non-Doctrinal Interpretations of Plato and Plato’s Socrates -- Chapter One: Plato’s Socrates: The Issues of Pedagogy and Knowledge of the Virtues -- Chapter Two: The Ontological Context of the Human Condition Original Socratic Questions and the Paradox of Learning -- The Unfolding of the Elenchus-Dialectic as “Educative” Event Instantiating an Ethical Disposition Through Socratic Dialogue -- Epilogue: Learning From Plato’s Socrates.
520 _aThis book develops for the readers Plato’s Socrates’ non-formalized “philosophical practice” of learning-through-questioning in the company of others. In doing so, the writer confronts Plato’s Socrates, in the words of John Dewey, as the “dramatic, restless, cooperatively inquiring philosopher" of the dialogues, whose view of education and learning is unique: (1) It is focused on actively pursuing a form of philosophical understanding irreducible to truth of a propositional nature, which defies “transfer” from practitioner to pupil; (2) It embraces the perennial “on-the-wayness” of education and learning in that to interrogate the virtues, or the “good life,” through the practice of the dialectic, is to continually renew the quest for a deeper understanding of things by returning to, reevaluating and modifying the questions originally posed regarding the “good life.” Indeed Socratic philosophy is a life of questioning those aspects of existence that are most question-worthy; and (3) It accepts that learning is a process guided and structured by dialectic inquiry, and is already immanent within and possible only because of the unfolding of the process itself, i.e., learning is not a goal that somehow stands outside the dialectic as its end product, which indicates erroneously that the method or practice is disposable. For learning occurs only through continued, sustained communal dialogue.
650 0 _aEducation
_xPhilosophy.
650 0 _aPhilosophy, classical.
650 1 4 _aEducational Philosophy.
_0http://scigraph.springernature.com/things/product-market-codes/O38000
650 2 4 _aPhilosophy of Education.
_0http://scigraph.springernature.com/things/product-market-codes/E25000
650 2 4 _aTeaching and Teacher Education.
_0http://scigraph.springernature.com/things/product-market-codes/O31000
650 2 4 _aLearning & Instruction.
_0http://scigraph.springernature.com/things/product-market-codes/O22000
650 2 4 _aClassical Philosophy.
_0http://scigraph.springernature.com/things/product-market-codes/E12000
710 2 _aSpringerLink (Online service)
776 0 8 _iPrinted edition:
_z9783319713557
776 0 8 _iPrinted edition:
_z9783319713571
830 0 _aSpringerBriefs on Key Thinkers in Education,
_x2211-937X
856 4 0 _uhttps://doi.org/10.1007/978-3-319-71356-4
_yElectronic version-Цахим хувилбар
942 _2ddc
_cEBOOK