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International Handbook of Philosophy of Education
Nasr Hamid Abu Zayd’s Philosophy on Islam and Education
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Author(s):
Katharina Völker
Publication date
(Print):
2018
Publisher:
Springer International Publishing
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Neo-Muʿtazilismus?
Thomas Hildebrandt
(2007)
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Quran and Reform
Katharina Völker
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Fanaticism, Fundamentalism and the Promotion of Reflexivity in Religious Education
Wilna A.J. Meijer
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Publication date (Print):
2018
Pages
: 17-28
DOI:
10.1007/978-3-319-72761-5_3
SO-VID:
6562bcd3-7d31-4921-be60-c8e256427010
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Book chapters
pp. 1
Philosophy and Education: A Certain Kind of Wisdom
pp. 11
Introduction: Section 1 – Voices from the Present and the Past
pp. 17
Nasr Hamid Abu Zayd’s Philosophy on Islam and Education
pp. 29
Giorgio Agamben
pp. 39
“This Is Our World.” Hannah Arendt on Education
pp. 49
Dialogue: Buber’s Philosophy of Education Revisited
pp. 59
Judith Butler
pp. 81
Stanley Cavell
pp. 91
Confucius
pp. 103
Deleuze/Guattari
pp. 115
Derrida’s Archive and Legacy to Education: Between Past and Future
pp. 135
John Dewey and Beautiful Knowledge
pp. 147
Critical Reflections on Fārūqī’s Islamization of Knowledge
pp. 163
Michel Foucault: Educational Philosopher?
pp. 175
Paulo Freire and Liberation Philosophy of Education
pp. 187
Maxine Greene’s Concept of the Social Imagination
pp. 199
Amy Gutmann and Liberal, Deliberative Democracy: Implications for Schools
pp. 211
Heidegger and the Recovery of Education
pp. 225
Unifying Ourselves As Efficacious, Autonomous and Creative Beings – Kant on Moral Education As a Process Without Fixed Ends
pp. 243
Invisible Teaching: Søren Kierkegaard
pp. 259
Levinas
pp. 269
Klaus Mollenhauer
pp. 283
Chantal Mouffe
pp. 295
Nietzsche on Inequality, Education, and Human Flourishing
pp. 305
Noddings: A Voice from the Present and Past
pp. 313
Nussbaum
pp. 325
The Educational Legacy of Michael Oakeshott
pp. 337
Meaningful Access for Students: A Petersian Account of Educational Inclusion
pp. 349
Plato and Aristotle
pp. 361
Fazlur Rahman, Islamic Philosophy of Education and the Islamisation of Knowledge
pp. 373
Jacques Rancière
pp. 385
John Rawls
pp. 395
Jean-Jacques Rousseau (1712–1778)
pp. 407
Scheffler
pp. 417
Stiegler and the Future of Education in a Digitized World
pp. 429
Taylor
pp. 443
Wittgenstein, Science and the Social Sciences
pp. 457
Žižek
pp. 473
Introduction: Section 2 – Philosophy of Education: Schools of Thought
pp. 479
Eastern Philosophies of Education: Buddhist, Hindu, Daoist, and Confucian Readings of Plato’s Cave
pp. 499
What Is Indigenous Philosophy and What Are Its Implications for Education
pp. 517
African Philosophy of Education Reconsidered: Implications for Pedagogical Encounters
pp. 531
Education and Modernity
pp. 549
Marx and the Philosophy of Praxis
pp. 569
Critical Theory and Its Aftermath
pp. 591
Phenomenology and Education
pp. 609
Pragmatism and Its Aftermath
pp. 629
Analytic Philosophy of Education and the Concept of Liberal Education
pp. 649
Contemporary Conceptions of Jewish Education: A Philosophical Analysis
pp. 671
On an Ethical Enunciation of Islamic Philosophy of Education
pp. 689
Postmodernism and Poststructuralism
pp. 703
Feminism
pp. 727
Posthumanist Education?
pp. 749
Introduction: Section 3 – Revisiting Enduring Educational Debates
pp. 755
Education and Democracy
pp. 771
Citizenship
pp. 787
Refugees, Statelessness, and Education
pp. 801
The Public and Private in Education
pp. 821
Cosmopolitanism and Globalization in Education
pp. 833
Multiculturalism and Diversity
pp. 851
Identity Politics and Belonging
pp. 867
Performativity and Education
pp. 889
Bildung Versus Assessment
pp. 905
Nature and Nurture
pp. 921
Becoming Virtuous: Character Education and the Problem of Free Will
pp. 937
Well-Being and the Upbringing and Education of Children
pp. 951
Care and Justice
pp. 965
Theorizing Ability as Capabilityin Philosophy of Education
pp. 981
Gender and the Philosophy of Education
pp. 995
Childrearing, Parenting, Upbringing: Philosophy of Education and the Experience of Raising a Child
pp. 1013
The Body in Education
pp. 1027
Philosophical Issues in the Shaping of the School Curriculum
pp. 1045
The Practice of Educational Research
pp. 1059
Rival Conceptions of Religious Education
pp. 1083
Ecology and Environmental Education
pp. 1097
Vocational Education
pp. 1113
Knowledge (as a Contested Terrain)
pp. 1129
What Can We Learn from Learning Technologies? Technology, Digitization, and Education
pp. 1149
Philosophy for Children and Children for Philosophy: Possibilities and Problems
pp. 1165
Introduction: Section 4 – New Areas and Developments
pp. 1169
Educationalization
pp. 1185
An Educational Cave Story (On Animals That Go to ‘School’)
pp. 1201
The Entrepreneurial Self
pp. 1223
Financial Literacy and the Curricularization of Knowledge
pp. 1235
Therapy
pp. 1247
Creationism and Intelligent Design
pp. 1261
Philosophical Questions and Opportunities at the Intersection of Neuroscience, Education, and Research
pp. 1279
Charter Schools, Free Schools, and School Choice
pp. 1293
Academic Freedom, the University, and Public Accountability
pp. 1307
Social Media, Digital Technology, and Education: Personalized Learning and Questions of Autonomy, Authority, and Public/Community
pp. 1321
Videogames and Learning: Ethics, Ontology and Epistemology
pp. 1337
Children as Consumers
pp. 1349
Democratically Undemocratic: The Case of School Bullying
pp. 1363
Study War No More: Trigger Warnings and Guns in the Classroom
pp. 1375
Towards a Pedagogy of the Radicalised
pp. 1389
Patriotism and Nationalism
pp. 1401
Non-human Animals
pp. 1417
Philosophy of Education
pp. 1429
Political Literacy: The State and Education
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