Philosophical Scaffolding for the Construction of Critical Democratic Education

Philosophical Scaffolding for the Construction of Critical Democratic Education

Philosophical Scaffolding for the Construction of Critical Democratic Education

Philosophical Scaffolding for the Construction of Critical Democratic Education

Synopsis

"This book offers description and analysis of philosophies that can provide scaffolding and justification for the construction of critical, democratic educational theory and practice. The reader is presented with a broad, historical treatment of ideas in their social, political, economic, and educational contexts; moreover, the perennial quest for certainty is contrasted with those who have decided it has always been an unhappy, unsuccessful, and dangerous quest." Title Summary field provided by Blackwell North America, Inc. All Rights Reserved

Excerpt

Philosophical Scaffolding for the Construction of Critical Democratic Education may seem daunting to some, but if it is read and studied carefully you will find it understandable. You can enrich your understanding of my work by discussing what has been studied with others. It is my intention to provide a philosophy of education book that is meaningful to those who are interested in education for democratic empowerment, social justice, respect for diversity, and the possibilities for a more “caring” school and society. My book is designed as an invitation to a holistic educational experience for the reader. You are encouraged to read through the entire work including the endnotes and the afterword. It may be approached in a different way by those individuals or members of a course of study who have criteria that suggests another strategy. I offer you my book in the belief that philosophy and philosophy of education are too important to be done solely by subject matter specialists. In a society that thinks of itself as democratic, philosophy and philosophy of education must be engaged in by the whole citizenry.

I make an honest attempt to use gender neutral language throughout this book. Various ways are used to accomplish this important task, e.g., using the feminine or masculine to represent us all, recognizing both genders through the use of her/his, s/he, etc., or employing the Latin term sic in order to indicate that a word or usage is incorrect. Sic appears in certain direct quotes when the quoted writer is not sensitive to gender fairness.

I offer many direct quotes as part of a cognitive map with signposts and directions for the reader to use for further study. Mike Rose wrote about his good teachers and what their courses provided him: “It was a time during which I absorbed an awful lot of information: long lists of titles, images from impressionist painters ... snippets of philosophy, and names that read ... [e.g.,] Goethe, Nietzsche, Kierkegaard. Now . . .

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