Education and Conversation
Exploring Oakeshott's Legacy
Published on 19. May 2016
Book
Hardback
256 pages
978-1-4725-8433-5 (ISBN)
Description
Since Michael Oakeshott spoke of education as initiation into 'the conversation of mankind' more than fifty years ago, the idea has inspired a diverse array of thinkers and continues to be invoked today by those seeking to resist the influence of managerialism and narrow instrumentalism in educational policy and practice.
Education and Conversation draws together papers written by scholars from both the analytic and continental philosophical traditions to offer a variety of perspectives on the implications of Oakeshott's educational ideas. The metaphor of the conversation of mankind is explored, together with the roots of Oakeshott's thinking in his early philosophical work, the relevance of his ideas to the concept of Bildung, and the significance of his political conservatism in evaluating the seemingly progressive potential of his educational ideas. In addition, concepts prominent in Oakeshott's thought are taken up and brought to bear on contemporary philosophical discussions about education, learning and development, including the nature of initiation, the phenomenology of listening, and the value of the liberal arts tradition.
Education and Conversation shows how the idea of conversation illuminates both the character and the ends of education, yielding insight into the scope and limits of the philosophy of education and the character of philosophical inquiry more generally.
Education and Conversation draws together papers written by scholars from both the analytic and continental philosophical traditions to offer a variety of perspectives on the implications of Oakeshott's educational ideas. The metaphor of the conversation of mankind is explored, together with the roots of Oakeshott's thinking in his early philosophical work, the relevance of his ideas to the concept of Bildung, and the significance of his political conservatism in evaluating the seemingly progressive potential of his educational ideas. In addition, concepts prominent in Oakeshott's thought are taken up and brought to bear on contemporary philosophical discussions about education, learning and development, including the nature of initiation, the phenomenology of listening, and the value of the liberal arts tradition.
Education and Conversation shows how the idea of conversation illuminates both the character and the ends of education, yielding insight into the scope and limits of the philosophy of education and the character of philosophical inquiry more generally.
Reviews / Votes
Drawing together leading figures from philosophy and education, Bakhurst and Fairfield's Education and Conversation positions Oakeshott's work within a contemporary context, offering not only an important contribution to the understanding of Oakeshott's own thinking, but also showing why his work remains relevant today. The conversational vision that Oakeshott enunciates, and upon which Bakhurst and Fairfield's contributors elaborate, provides a compelling alternative to the unthinking instrumentalism and reductionism that seems currently to hold sway in business, governmental, and even in many educational circles. This is a valuable book on an important theme. * Jeff Malpas, Distinguished Professor, University of Tasmania, Australia * Inspired by a famous essay of Michael Oakeshott, these essays argue for 'conversation' as the most fertile metaphor for understanding the life of mind. They elucidate and scrutinise Oakeshott's thought by enacting a conversation of their own in which his singularly eloquent voice is brought into play with a fascinating array of other voices. While offering much to pique the philosophical imagination, the collection succeeds admirably in its main aim: to expose the hollow claims and to resist the insidiously growing power of a whole plethora of efficiency-blinded, outcomes-driven and technology-boosted approaches in contemporary education. * Joseph Dunne, Cregan Professor of Philosophy and Education, Emeritus, Dublin City University, Ireland *More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Bloomsbury Publishing PLC
Target group
College/higher education
Professional and scholarly
Illustrations
3 bw illus
Dimensions
Height: 240 mm
Width: 161 mm
Thickness: 18 mm
Weight
552 gr
ISBN-13
978-1-4725-8433-5 (9781472584335)
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 Classification
Persons
David Bakhurst is Charlton Professor of Philosophy, Queen's University, Canada, and a Visiting Professor at IOE, UCL's Faculty of Education and Society, University College London, UK. He is the author, among other works, of The Formation of Reason, and editor of The Social Self (with C. Sypnowich), Jerome Bruner (with S. Shanker) and Thinking about Reasons (with B. Hooker and M. O. Little).
Paul Fairfield is Professor of Philosophy, Queen's University, Canada. He is the author of, among other works, Philosophical Hermeneutics Reinterpreted, Education After Dewey, and editor of Education, Dialogue and Hermeneutics and John Dewey and Continental Philosophy.
Paul Fairfield is Professor of Philosophy, Queen's University, Canada. He is the author of, among other works, Philosophical Hermeneutics Reinterpreted, Education After Dewey, and editor of Education, Dialogue and Hermeneutics and John Dewey and Continental Philosophy.
Content
Table of Contents:
Introduction, David Bakhurst and Paul Fairfield
1. Education and Conversation, David Bakhurst (Queen's University, Canada)
2. Experience in Experience and Its Modes, Barry Allen (McMaster University, Canada)
3. Oakeshottian Pragmatism - Conversation or Inquiry?, Cheryl Misak (University of Toronto, Canada)
4. Bildung, Post-Kantian Idealism and the Conversation of Mankind, James Scott Johnston (Memorial University, Canada)
5. Conservatism, Perfectionism and Equality, Christine Sypnowich (Queen's University, Canada)
6. Oakeshott, Bonnett, Derrida and the Possibilities of Thought, Emma Williams (University of Warwick, UK)
7. A Turn in the Conversation, Paul Standish (Institute of Education, University College London, UK)
8. A Phenomenology of Listening, Paul Fairfield (Queen's University, Canada)
9. Conversation and Processes of Recognition, Shaun Gallagher (University of Memphis, USA)
10. Old Directions for New Minds, Nancy Salay (Queen's University, Canada)
11. Education and Autonomy, Sebastian Roedl (University of Leipzig, Germany)
12. Getting to Hogwarts - Michael Oakeshott, Ivan Illich and J. K. Rowling on 'School', Babette Babich (Fordham University, USA)
Index
Introduction, David Bakhurst and Paul Fairfield
1. Education and Conversation, David Bakhurst (Queen's University, Canada)
2. Experience in Experience and Its Modes, Barry Allen (McMaster University, Canada)
3. Oakeshottian Pragmatism - Conversation or Inquiry?, Cheryl Misak (University of Toronto, Canada)
4. Bildung, Post-Kantian Idealism and the Conversation of Mankind, James Scott Johnston (Memorial University, Canada)
5. Conservatism, Perfectionism and Equality, Christine Sypnowich (Queen's University, Canada)
6. Oakeshott, Bonnett, Derrida and the Possibilities of Thought, Emma Williams (University of Warwick, UK)
7. A Turn in the Conversation, Paul Standish (Institute of Education, University College London, UK)
8. A Phenomenology of Listening, Paul Fairfield (Queen's University, Canada)
9. Conversation and Processes of Recognition, Shaun Gallagher (University of Memphis, USA)
10. Old Directions for New Minds, Nancy Salay (Queen's University, Canada)
11. Education and Autonomy, Sebastian Roedl (University of Leipzig, Germany)
12. Getting to Hogwarts - Michael Oakeshott, Ivan Illich and J. K. Rowling on 'School', Babette Babich (Fordham University, USA)
Index