: Literatura e cinema: Amar, verbo intransitivo, de Mário de Andrade: Uma Lição de Amor (Portuguese Edition) Editorial Reviews. Results 1 – 30 of Published by Livraria Martins Editora S.A.. Used Published by Agir (). ISBN .. Amar, Verbo Intransitivo: Andrade, Mario De. Results 1 – 30 of Published by Livraria Martins Editora S.A.. Used Amar, Verbo Intransitivo ( Paperback): Mario de Andrade Published by Agir ().
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The task of spreading Bajo Intrwnsitivo. Bajo Palabra has a good ranking in several quality editorial indexes of Spanish speaking countries: Journal of Philosophy, dedicated to the philosophy of education, is to provide qgir platform for discussion, reflection and the exchange of scientific articles dealing with philosophical ideas related to education from a theoretical and practical perspective, and the different lines of research that are at the very roots of the discipline of the philosophy of education.
As with any foundational project, we must briefly review its origins. This project was born in within the Philosophy of Education Research Seminar, which has been held without interruption every school Wednesday in the London Institute of Education since its inauguration by Richard S. Peters inand is currently coordinated by Paul Standish. One of the reasons that made this special issue possible was the meeting of the three guest editors and me in one of these seminars.
The result of this collaboration was that it became possible to start the project of this issue, creating a national and international forum in which a broad perspective on the current state of the subject could be recreated, developed and even improved.
Participation and dialogue among philosophers and theorists of education that come together in this volume, working in different contexts, is certainly an integrationist mosaic of the traditions of philosophy of education.
This offers to the reader a comprehensive point of view that places him in the international context of avir discipline, providing some keys with which to think about the fundamental issues, expressions and problems in education. Since the philosophy of education lies at the very roots of classical philosophy and is studied in the works of the most renowned philosophers, the management team of the magazine considers it crucial to give it its own space.
Editions of Amar, Verbo Intransitivo by Mário de Andrade
Hence in this presentation we announced the upcoming introduction of a new section dedicated to the area of Philosophy of Education, which will become part of the thematic sections that Bajo Palabra. Journal of Philosophy has been collecting in the summary of the former volumes.
The new section of Philosophy of Education will publish articles that represent a wide variety of philosophical traditions, from the study of fundamental philosophical issues related to education, to specifically critical papers committed to current education practice or policy from a philosophical approach. The aim is to promote rigorous thinking on educational matters and to identify and critique the ideological forces shaping education today.
When continuing the work that our ancestors once developed, the analysis also remains committed to the exploration of our educational background and the no less necessary task of equipping our context characterised by the amount and immediacy of changes, not without its contradictions with an instrument that allows broad reflection and takes into consideration the ethical, political, aesthetic and epistemological dimensions of the theory of education.
We hope that professors and scholars continue to find the journal an attractive forum for philosophical discussion that can motivate and interest a wide variety of readers.
We also warmly wish to thank all the institutions which have made this project possible: Estas preguntas son respondidas por los diferentes colaboradores a lo largo de tres secciones. In this paper we introduce this special issue of Bajo Palabra. Journal of Philosophy, devoted to philosophy of education.
The project marks the introduction of philosophy of education as a new section within the Bajo Palabra, and aims to present to a broader philosophical audience those themes and approaches which are circulating within the field of philosophy of education.
It has been our intention to raise the profile of philosophy of education in respect of both the work which has been done and is being done in its name on the one hand and the work that ought to be done in its name on the other. Happily, these intentions have been addressed by the various contributors. We have arranged the contents of this edition into three sections.
BAJO PALABRA JOURNAL OF PHILOSOPHY Special Issue on Philosophy of Education
The first offers different visions of what evitora philosophy of education is and ought to be, the second presents several papers which are representative of what is currently being investigated in the philosophy of education, and the third offers three book reviews of recent introductions to the avir of education, each from a different linguistic context. We hope readers of the present volume will by stimulated to further reflection by the fruitful thoughts agri unexpected relations that emerge when a conversation within the field of philosophy of education starts up.
Philosophy of education, edotora of knowledge, research lines, philosophical approaches. Introduction This special issue of Bajo Palabra is devoted to the field of philosophy of education. This field is very often described as one of the applied areas of philosophy. However, even though education can be located at the very heart of what means to be and to become an individual person, there are very few philosophy departments in which educational processes are attended to, discussed and researched.
Rather, most academic philosophical inquiry regarding educational issues takes place in faculties of education. Gradually however, through timid advances, with ups and downs, it appears that philosophy of education has grown as rather an autonomous academic field within pedagogical research.
In effect, today the field has its own academic stars, its own journals, and its own national and international conferences, discontinuous from the rest of philosophy. Intrnasitivo faculties of education still hire professors from the field to teach courses and supervise post-graduate students. Some faculties even have departments in the field of philosophy of education; these, however, intdansitivo often administratively linked to other, related disciplines such as sociology of education and history of education.
Notwithstanding philosophy of education s growth, these efforts to shape it into a solid and coherent field seem more and more useless, as faculties of education are more and more dismissive of the importance of philosophy of education within their walls.
We find different examples of this in the different geographical contexts in which we currently work: Actually, in spite of the many problems the field can find in developing and transmitting its interests through our campuses, philosophy of education still interests both students and academics from faculties of education.
We believe it could also stimulate the interest of students and academics from faculties of philosophy, into whose hands this volume will hopefully come. So partly as an expression of this belief, and partly as a reaction to the aforementioned situation, we have here sought to provide a platform where professors and students from many different geographical contexts and philosophical perspectives, may share their current research interests and express their views of the field, of where it seems to be going and where next it ought to go.
The method we followed to make that platform possible was very simple: We thought the best way to help the field organize itself is to let it speak, with its many different voices.
The rich variety that we have tried to include in this issue has been organized it into three parts: Raising philosophy of education s profile The first section consists of short essays written by some prominent academic philosophers of education, in which they were invited to describe their personal understanding of the field.
Rather than provide statistical accounts of academic positions and student uptake for philosophy of education in university departments or in teacher education, they have tried to account of the subject in more perspectival terms. We warmly thank the following people for kindly agreeing to contribute their views: What came out is the enormous diversity of their perspectives and terms in which they couch them.
For the purpose of maximising their audience, we have translated into English those which were not written in that language. The next two authors, Silvio Gallo and Denis Kambouchner, describe critically the field of philosophy of education in relation to their own geographical context, Brazil and France, and point towards new fruitful directions accordingly.
He answers that the field in question has more to do with what he calls a poetic production focused on studying the specificity of those moment-events of becoming where education comes to be present.
Thus philosophy of education should be developed as is an essay through exercises of thinking about what subjects involved in educational acts experience within them, an essay that would seek to do justice to the complexity of reality by the articulation of speculative thinking and daily experiences.
Jan Masschelein s contribution can be seen to take a similar approach. Against the traditional-critical way of doing philosophy of education, Masschelein invites us to consider education from within the ascetic tradition. From this view, philosophical inquiry devoted to educational issues should take the form of Arendtian exercises of thought, of open existential questions for what, in the present time, it could mean to educate, to be an adult, to be a child, to raise a school, and so on, in order to reinvent their meaning, and reconnect with what a truly human life is.
Paul Standish also discusses the existential aspects of teaching and learning experiences. He contends that philosophy of education is at the very heart of traditional philosophy, especially when it comes to reflect on philosophy as a way of life. Although Standish does recognize the epistemological influence of the professionalization and establishment of philosophy of education, he rejects relations of opposition, application, and ramification between the philosophical tradition, or the practical educative arena, and the field of philosophy of education.
On the contrary, he advocates a truthful and engaged inquiry within the field of philosophy of education as the best way to contribute both to education and philosophy.
In the early 90 s, Brazilian philosophers of education sought to produce ever purer philosophical research so as to consolidate both the identity and the professionalization of their field. This epistemological approach, mainly focused on the study of philosophical authors, has proved to be effective. However, Gallo thinks that the field is living in a decisive moment, and would enhance its creativity and productivity by moving away from an author-based philosophy.
Then Denis Kambouchner offers us a critical account of what is currently being done in philosophy of education. He sees this field as a normal discipline in which it is rare to find novel results, and that is, nowadays, too interested in fashionable insights produced outside the field. Thus, Kambouchner calls for a new epistemological gesture that would mediate between contemporary conditions of education and the richness of our classic philosophical tradition.
That will turn philosophers of education s interest from, the current name-dropping competition which he claims that it has become, into more solid and refined philosophical constructions. Its relevance among sociological or empirical approaches to the study of education consists in its capacity to establish the normative features of pedagogical processes.
When, as is the case, education is understood as a process of transformation for the better, there is always amad important philosophical work to do. Barbara Thayer Bacon offers us an interesting first-person approach to the proposed questions. As a philosopher she did edittora engage in philosophy of education until she became a mother and began to worry about her children s education.
She is sure that there is a future for the field since she knows societies will always have the need to renew themselves and pass on their knowledge to their young. Since, like many other philosophers of education, Bacon is involved with teacher training programmes; she argues that her job is that of a translator of philosophical ideas, the deepest possible ones, for improving teachers practices.
For his part, Gonzalo Jover considers a central educational preoccupation the teacher-pupil s peculiar relation of mediation. In the course of that mediation, he claims, it is the former who projects the world to the latter, but the centre of attention should be the latter and not either the teacher or the object of transmission.
BAJO PALABRA JOURNAL OF PHILOSOPHY Special Issue on Philosophy of Education – PDF
Jover calls attention to some of the risks of too circumscribed a conception of philosophy of education focused around the question what is philosophy? He recommends that the field engage with the task of shedding light on action, and not to delight in its own self-contemplation. However he asks edutora not to forget the relevance of the more traditional role of philosophy of education; that is to question by systematic reflection, the meaning, sense, importance, significance, relevance, purpose, [and] the ought-to-be as well as topics, editoar, issues and programs that have to do with education.
As for Bruce Maxwell, he thinks that philosophy of education offers a unique perspective on educational policy, research and practice, that of the professional critic.
Philosophy of education is foundational, in asking basic questions about values and meaninghumane in helping us to know how to live welland promiscuous in being intrinsically open to philosophical inquiry.
This activity pervades [the] educationalist s work as it jntransitivo what is normally taken for granted about education. Looking at the last fifty years of dynamics within the field of philosophy of education, he observes that it first operated as a handmaiden to public education systems.
That role basically consisted, he says, in bringing light to current educational problems so as to help teachers in schools, parents in homes and policymakers in government. White inhransitivo, as Gonzalo Jover also pointed out, a certain degree of self-contemplation in current agif of education debates, one exemplified in a particular philosophers-based approach.
However, he contends that those new lines of research and the internationalization which they have brought to the field, have contributed to its enrichment. Current lines of work in philosophy of education The second part comprises 13 articles on a wide variety of topics, from a wide variety of intransiitivo perspectives.
As well as the editors, the authors come from various geographical contexts, thus providing an interesting cross-section of the possibilities being explored within the field. We must admit however, that there is a strong presence of continental and critical approaches.
We are sorry that our call for papers did not attract many researchers of a more analytical kind. The contributions reveal three main approaches of inquiry in the field of philosophy of education. Researchers in education are usually concerned with questions of efficiency regarding specific classroom practices or institutional settings, which are, needless to say, very legitimate concerns.
However, the stance of the philosopher of education is more often the one esitora the sceptic. The authors in this section examine modern, educational realities such as the penetration of entrepreneurial world into schools, reductive conceptions of achievement, weak intercultural policies, and conservative practices with a critical distance.
Florelle D Hoest analyses the film Le fils by French intrxnsitivo Jean-Pierre and Luc Zgir so as to help rethink education in terms of critical balances. The film serves as pretext and context agi a fruitful conversation between some philosophers, writers and fictional characters. D Hoest argues that in terms of learning experiences, trying to eliminate distances and difficulties as the ones confronted by the characters of Le fils, implies intransiivo a new kind of distance between the subject and his own personal experiences.
We should not see distances in educational relationships as a problem which we must confront by abolishing, decreasing, or enhancing these distances, but by choosing the best possible place in which to situate ourselves within the relationship itself, looking for the critical balance at every unique event.
Sometimes, what happens intransjtivo us is so unexpected that we are forced to give unique responses. That can be also be the case in educational situations.
Since the early 19 th century, zgir shows, Western cultural critics have identified an irrational pursuit of success as a major ingredient of the modern malaise.