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001476311 001__ 1476311
001476311 003__ OCoLC
001476311 005__ 20231003174642.0
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001476311 008__ 230830s2023\\\\si\a\\\\ob\\\\001\0\eng\d
001476311 019__ $$a1396182006
001476311 020__ $$a9789819934751$$q(electronic bk.)
001476311 020__ $$a9819934753$$q(electronic bk.)
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001476311 020__ $$z9819934745
001476311 0247_ $$a10.1007/978-981-99-3475-1$$2doi
001476311 035__ $$aSP(OCoLC)1395567191
001476311 040__ $$aGW5XE$$beng$$erda$$epn$$cGW5XE$$dYDX$$dEBLCP
001476311 049__ $$aISEA
001476311 050_4 $$aLB14.7
001476311 08204 $$a370.1$$223/eng/20230830
001476311 1001_ $$aScott-Baumann, Alison,$$eauthor.
001476311 24510 $$aPaul Ricoeur :$$bempowering education, politics and society /$$cAlison Scott-Baumann.
001476311 264_1 $$aSingapore :$$bSpringer,$$c2023.
001476311 300__ $$a1 online resource (xi, 122 pages) :$$bcolor illustrations.
001476311 336__ $$atext$$btxt$$2rdacontent
001476311 337__ $$acomputer$$bc$$2rdamedia
001476311 338__ $$aonline resource$$bcr$$2rdacarrier
001476311 4901_ $$aSpringerBriefs on key thinkers in education,$$x2211-9388
001476311 504__ $$aIncludes bibliographical references and index.
001476311 5050_ $$a1. Introduction -- 2. The idea of the university -- 3. Communities of Inquiry -- 4. Ricœur's early language, activism and Algeria -- 5. 1968 and campus shock at Nanterre -- 6. Challenging "bad infinity" -- 7. The politics of pedagogy leading to polity praxis -- Conclusion.
001476311 5060_ $$aOpen access.$$5GW5XE
001476311 520__ $$aThis open access book employs Paul Ricoeur's methodologies to identify, challenge, and replace with responsible language the many continuing abuses of power, including in the university curriculum and in the international discourse of right-wing populism. Using Ricoeur’s philosophy, the book provides a meta-frame for current debates about the university and a pragmatic micro-frame for supporting staff and students to develop important conversations on campus. It introduces the Community of Inquiry approach and describes its use to engage with complex ideas on which society has recently become silent. By contrasting Ricoeur's work on Algeria and his work in Chicago, USA, .a bias blind spot is revealed in his desire for dialectical balance and reciprocity. This prevented him (and for some years the author) from accepting the connections between colonialism, slavery and racism and the urgent need for reparative justice. With Ricoeur, the readers can think differently: how to recognize and tackle racism and the democratic deficit, how to reduce epistemic injustice by learning how to speak out, how to move away from forced polarities and develop a pedagogy of hope as well as an acceptance of provisionality and the intractability of certain existential problems.
001476311 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed August 30, 2023).
001476311 60010 $$aRicœur, Paul.$$0(OCoLC)oca00289733
001476311 650_0 $$aEducation$$xPhilosophy.
001476311 655_0 $$aElectronic books.
001476311 77608 $$iPrint version: $$z9819934745$$z9789819934744$$w(OCoLC)1378096400
001476311 830_0 $$aSpringerBriefs in education.$$pKey thinkers in education,$$x2211-9388
001476311 852__ $$bebk
001476311 85640 $$3Springer Nature$$uhttps://link.springer.com/10.1007/978-981-99-3475-1$$zOnline Access$$91397441.2
001476311 909CO $$ooai:library.usi.edu:1476311$$pGLOBAL_SET
001476311 980__ $$aBIB
001476311 980__ $$aEBOOK
001476311 982__ $$aEbook
001476311 983__ $$aOnline
001476311 994__ $$a92$$bISE