Experiment and Exploration: Forms of World-Disclosure From Epistemol
This book deals with contemporary epistemological questions, connecting Educational Philosophy with the field of Science- and Technology Studies. It can be understood as a draft of a general theory of world-disclosure, which is in its core a distinction b
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CONTEMPORARY PHILOSOPHIES AND THEORIES IN EDUCATION Volume 6 Series Editors Jan Masschelein, University of Leuven, Belgium Lynda Stone, University of North Carolina, USA Editorial Board Gert Biesta, Stirling University, Uk David Hansen, Columbia University, Usa Jorge Larossa, Barcelona University, Spain Nel Noddings, Stanford University, Usa Roland Reichenbach, Basel University, Switzerland Naoko Saito, Kyoto University, Japan Paul Smeyers, Ghent University & University of Leuven, Belgium Paul Standish, University of London, Uk Sharon Todd, Stockholm University, Sweden Michael Wimmer, Hamburg University, Germany Scope of the Series Contemporary Philosophies and Theories in Education signifies new directions and possibilities out of a traditional field of philosophy and education. Around the globe, exciting scholarship that breaks down and reformulates traditions in the humanities and social sciences is being created in the fi eld of education scholarship. This series provides a venue for publication by education scholars whose work re fl ect the dynamic and experimental qualities that characterize today’s academy. The series associates philosophy and theory not exclusively with a cognitive interest (to know, to define, to order) or an evaluative interest (to judge, to impose criteria of validity) but also with an experimental and attentive attitude which is characteristic for exercises in thought that try to fi nd out how to move in the present and how to deal with the actual spaces and times, the different languages and practices of education and its transformations around the globe. It addresses the need to draw on thought across all sorts of borders and counts amongst its elements the following: the valuing of diverse processes of inquiry; an openness to various forms of communication, knowledge, and understanding; a willingness to always continue experimentation that incorporates debate and critique; and an application of this spirit, as implied above, to the institutions and issues of education. Authors for the series come not only from philosophy of education but also from curriculum studies and critical theory, social sciences theory, and humanities theory in education. The series incorporates volumes that are trans- and inner-disciplinary. The audience for the series includes academics, professionals and students in the fi elds of educational thought and theory, philosophy and social theory, and critical scholarship. For further volumes: http://www.springer.com/series/8638
Sönke Ahrens
Experiment and Exploration: Forms of World-Disclosure From Epistemology to Bildung Translated by Andrew Rossiter
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Sönke Ahrens Bundeswehr University Munich Neubiberg, Germany
Translated by Andrew Rossiter Translation from the German language edition: ‘Experiment und Exploration. Bildung als experimentelle Form der Welterschließung’ by Sönke Ahrens, published in the series ‘Theorie Bilden’, edited by Prof. Dr. Hannelore FaulstichWieland, Prof. Dr. Hans-Christoph Koller, Prof. Dr. Karl-Josef Pazzini and Prof. Dr. Mi
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