Critical issues in education dialogues and dialectics pdf download

Dialectic and Dialogue seeks to define the method and the aims of Plato's dialectic in both the "inconclusive" dialogues and the dialogues that describe and practice a method of hypothesis.

Departing from most treatments of Plato, Gonzalez argues that the philosophical knowledge at which dialectic aims is nonpropositional, practical, and reflexive. The result is a reassessment of how Plato understood the nature of philosophy. This book reconstructs the tradition of dialectic from Aristotle's "Topics," its founding text, up to its "renaissance" in 16th century Italy, and focuses on the role of dialectic in the production of knowledge.

Aristotle defines dialectic as a structured exchange of questions and answers and thus links it to dialogue and disputation, while Cicero develops a mildly skeptical version of dialectic, identifies it with reasoning "in utramque partem" and connects it closely to rhetoric.

These two interpretations constitute the backbone of the living tradition of dialectic and are variously developed in the Renaissance against the Medieval background. The book scrutinizes three separate contexts in which these developments occur: Rudolph Agricola's attempt to develop a new dialectic in close connection with rhetoric, Agostino Nifo's thoroughly Aristotelian approach and its use of the newly translated commentaries of Alexander of Aphrodisias and Averroes, and Carlo Sigonio's literary theory of the dialogue form, which is centered around Aristotle's "Topics.

This book considers the emergence of dialectic out of the spirit of dialogue and traces the relation between the two.

It moves from Plato, for whom dialectic is necessary to destroy incorrect theses and attain thinkable being, to Cusanus, to modern philosophers—Descartes, Kant, Hegel, Schleiermacher and Gadamer, for whom dialectic becomes the driving force behind the constitution of a rational philosophical system. Conceived as a logical enterprise, dialectic strives to liberate itself from dialogue, which it views as merely accidental and even disruptive of thought, in order to become a systematic or scientific method.

The Cartesian autonomous and universal yet utterly monological and lonely subject requires dialectic alone to reason correctly, yet dialogue, despite its unfinalizable and interruptive nature, is what constitutes the human condition.

This book, first published in , takes a critical look at the major assumptions which support critical thinking programs and discovers many unresolved questions which threaten their viability.

John McPeck argues that some of these assumptions are incoherent or run counter to common sense, while others are unsupported by the available empirical evidence. This title will be of interest to students of the philosophy of education. This book articulates an ethics for reading that places primary responsibility for the social influences of a text on the response of its readers. We write and read as participants in a process through which we negotiate with others whom we must live or work with and with whom we share values, beliefs, and actions.

Clark draws on current literary theory, rhetoric, philosophy, communication theory, and composition studies as he builds on this argument. Books Video icon An illustration of two cells of a film strip. Video Audio icon An illustration of an audio speaker. Audio Software icon An illustration of a 3. Software Images icon An illustration of two photographs.

Images Donate icon An illustration of a heart shape Donate Ellipses icon An illustration of text ellipses. Critical issues in education : dialogues and dialectics Item Preview. EMBED for wordpress. Want more? Advanced embedding details, examples, and help! Introduction : critical issues and critical thinking -- Introduction -- Democratic vitality and educational criticism -- The political context of schooling -- A tradition of school criticism and reform -- pt.

Whose interests should schools serve? School choice : family or public funding -- Is family choice of schools in the public interest? Financing schools : equity or disparity -- Is it desirable to equalize educational spending among school districts within a state or across the nation?

Details if other :. Thanks for telling us about the problem. Return to Book Page. Nelson Goodreads Author ,. Stuart B. Palonsky ,. Mary Rose McCarthy. There is a great need for critical thinking in schools, and by teachers. Current educational reform efforts emphasize student testing on basic information and rote memorization. What is lost is education that involves critical thinking, creativity, and consideration of alternatives.

Critical Issues in Education includes opposing sides of the issues presented and illustrates, through competing essays on each topic, how critical thinking, dialogue, and dialectic approaches improve understanding and the evaluation of available evidence and reasoning. Get A Copy. Paperback , 9th Edition , pages. Published by Waveland Press, Inc. More Details Other Editions Friend Reviews.

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