001482661 000__ 03579cam\\2200541\i\4500
001482661 001__ 1482661
001482661 003__ OCoLC
001482661 005__ 20231128003345.0
001482661 006__ m\\\\\o\\d\\\\\\\\
001482661 007__ cr\cn\nnnunnun
001482661 008__ 231026s2023\\\\si\a\\\\ob\\\\000\0\eng\d
001482661 019__ $$a1406018240
001482661 020__ $$a9789819941094$$q(electronic bk.)
001482661 020__ $$a9819941091$$q(electronic bk.)
001482661 020__ $$z9789819941087
001482661 0247_ $$a10.1007/978-981-99-4109-4$$2doi
001482661 035__ $$aSP(OCoLC)1406020226
001482661 040__ $$aGW5XE$$beng$$erda$$epn$$cGW5XE$$dYDX$$dEBLCP$$dOCLCO$$dOCLCF
001482661 049__ $$aISEA
001482661 050_4 $$aLB1027
001482661 08204 $$a371.102$$223/eng/20231026
001482661 1001_ $$aSäfström, Carl Anders,$$eauthor.
001482661 24510 $$aEducation for everyday life :$$ba sophistical practice of teaching /$$cCarl Anders Säfström.
001482661 264_1 $$aSingapore :$$bSpringer,$$c[2023]
001482661 264_4 $$c©2023
001482661 300__ $$a1 online resource (xvi, 97 pages) :$$billustrations.
001482661 336__ $$atext$$btxt$$2rdacontent
001482661 337__ $$acomputer$$bc$$2rdamedia
001482661 338__ $$aonline resource$$bcr$$2rdacarrier
001482661 4901_ $$aSpringerBriefs in education,$$x2211-193X
001482661 504__ $$aIncludes bibliographical references.
001482661 5050_ $$aChapter 1. Public education and the aggressive forces of instrumentalism -- Chapter 2. Teaching militant humility as a response to the aggressions of late capitalism -- Chapter 3. Teaching as a response to the climate crises -- Chapter 4.The aristocratic versus the democratic principle of education and teaching -- Chapter 5. Time to teach -- Chapter 6. Please give me your word, not your concept: Sophistical teaching. -- Chapter 7. Conclusion.
001482661 506__ $$aAccess limited to authorized users.
001482661 520__ $$aThis book examines the role of teaching within public education. It critiques its function in today's educational policies and theories and establishes an alternative way of understanding teaching. It explores teaching from within a Sophist tradition of educational practice and thought. The first part of the book discusses the vital link between public education and democracy, the shifts in schooling's role in fostering competition and comparisons at the cost of social responsibility and democratisation. It identifies the driving force of those shifts as forces of aggression and destruction, central to a neoliberal ideology. The second part of the book argues for a practice of Sophistical teaching rather than Socratic teaching. It explores in-depth what it could mean to be teaching in an up-to-date sophist tradition of educational thought and practice. The book also includes insights for teaching to counter aggressive forces of nationalism, racism, and late capitalism's violence and the escalating climate crisis. Readers will be able to understand teaching within educational thought and precisely how different teaching forms can contribute to education as democratisation.
001482661 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed October 26, 2023).
001482661 650_6 $$aÉcoles publiques.
001482661 650_0 $$aTeaching$$xPhilosophy.$$xStudy and teaching$$0(DLC)sh2008117535
001482661 650_0 $$aPublic schools.
001482661 655_0 $$aElectronic books.
001482661 830_0 $$aSpringerBriefs in education.$$x2211-193X
001482661 852__ $$bebk
001482661 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-981-99-4109-4$$zOnline Access$$91397441.1
001482661 909CO $$ooai:library.usi.edu:1482661$$pGLOBAL_SET
001482661 980__ $$aBIB
001482661 980__ $$aEBOOK
001482661 982__ $$aEbook
001482661 983__ $$aOnline
001482661 994__ $$a92$$bISE