What kind of education is needed for democracy? How can education respond to the challenges that current democracies face? This unprecedented Handbook offers a comprehensive overview of the most important ideas, issues, and thinkers within democratic education. Its thirty chapters are written by leading experts in the field in an accessible format. Its breadth of purpose and depth of analysis will appeal to both researchers and practitioners in education and politics. The Handbook addresses not only the historical roots and philosophical foundations of democratic education, but also engages with contemporary political issues and key challenges to the project of democratic education.
Rezensionen / Stimmen
'In times of democratic crises on a global scale, we need to rethink what kind of education it takes to bring forth a democratic ethos. This Handbook presents the most profound reflections on this crucial topic by an impressive group of stellar scholars and thus defines the state of the art in this interdisciplinary field. A true landmark, for many years to come.' Rainer Forst, Goethe University Frankfurt, Germany 'As democracy faces significant challenges around the world, this volume reminds us that perpetuating and improving democracy requires significant effort. This tremendous collection of scholars help us understand why and how schools should shoulder that important responsibility. Their comprehensive account weaves together important historical thinkers who championed democracy, key philosophical concepts of democracy, and commentary on struggles in democracy today.' Sarah M. Stitzlein, University of Cincinnati, USA and Editor of the journal Democracy & Education 'This collection is necessary reading for scholars and students of democratic education. As the new standard-bearer in the field, the volume includes a thoughtfully broad range of approaches across global perspectives. At a time of increasing anxieties regarding the fragility of democracy and the educational projects that might support it, this handbook provides a clear-eyed view of the best of the tradition and the possibilities ahead.' Winston Thompson, The Ohio State University, USA
Reihe
Sprache
Verlagsort
Zielgruppe
Für höhere Schule und Studium
Für Beruf und Forschung
Produkt-Hinweis
Fadenheftung
Gewebe-Einband
Illustrationen
Worked examples or Exercises
Maße
Höhe: 258 mm
Breite: 179 mm
Dicke: 39 mm
Gewicht
ISBN-13
978-1-316-51299-9 (9781316512999)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Julian Culp is Associate Professor of Philosophy and Fellow of the Center for Critical Democracy Studies at The American University of Paris, France. His research focuses on ethics, philosophy of education, political philosophy, and democratic theory. Johannes Drerup is Professor of Philosophy of Education and Educational Theory at the Technische Universitaet Dortmund, Germany, and Guest Professor at Vrije Universiteit Amsterdam, the Netherlands. His research focuses on philosophy of education, democratic education, and educational ethics. Douglas Yacek is a Research Fellow at the Technische Universitaet Dortmund, Germany. His research focuses on questions at the intersections of educational ethics, moral and democratic education, and the history of educational thought.
Herausgeber*in
The American University of Paris, France
Universitaet Dortmund
Universitaet Dortmund
Introduction: 1. What is democratic education and why should we care? Julian Culp, Johannes Drerup, and Douglas Yacek; Part I. Historical Perspectives: 2. Plato on democratic education Mark E. Jonas; 3. Aristotle on education, democracy, and civic friendship Randall Curren; 4. Rousseau on democratic education Avi Mintz; 5. Dewey on democratic education Natalia Rogach Alexander; 6. Hannah Arendt on the very possibility of democratic education Roland Reichenbach; 7. Paulo Freire on democratic education Peter Roberts; 8. Rabindranath Tagore on democratic education Ratna Ghosh; Part II. Philosophical and Normative Foundations: 9. Normative case studies as democratic education Meira Levinson and Ellis Reid; 10. Moral education and democratic education Michael Hand; 11. Rawlsian political liberalism and democratic education Blain Neufeld; 12. Social justice education and democratic legitimacy Lauren Bialystok; 13. Critical theory, local moral perception, and democratic education Drew Chambers; 14. Democratic deliberation in the absence of integration Michael Merry; 15. Education and democratic citizenship: Capabilities and quality education Martha Nussbaum; Part III. Key Topics and Concepts: 16. Educational justice and democratic education Stefan Gosepath; 17. Global justice and democratic education Krassimir Stojanov; 18. Debate and deliberation in democratic education Jane Lo and Paula McAvoy; 19. Agonistic democracy and the question of education Gert Biesta; 20. Punishment and democratic education Bryan Warnick and A. C. Nikolaidis; 21. Children's rights and democratic education Colin Macleod; 22. Education, trust and the conversation of democracy Anthony Laden; 23. Patriotism and democratic education Richard Dagger; 24. The voice of poetry in cultivating cosmopolitan and democratic imagination David T. Hansen and Yuval Dwek; 25. Disability and democratic education Franziska Felder; Part IV. Challenges: 26. Wealth stratification in US higher education and democratic education, 1890s-2020s Bruce Kimball and Sarah Iler; 27. Mentoring and instructional duties of professors Harry Brighouse; 28. Racism, moral transformation, and democratic education Ilya Shodajee-Zrudlo; 29. Postcolonial perspectives on democratic education Penny Enslin and Kai Horsthemke; 30. Populist challenges to democratic education Juergen Oelkers; 31. Religion and democratic education Brett Bertucio; 32. The epistocratic challenge to democratic education Ben Kotzee; 33. Climate change and democratic education Anders Schinkel; 34. The COVID-19 pandemic and democratic education Johannes Giesinger; 35. Teacher neutrality, pedagogical impartiality and democratic education Bruce Maxwell.
