倒转
发表于 2025-3-26 23:48:01
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Lasting
发表于 2025-3-27 01:43:37
Dewey, Existential Uncertainty and Non-affirmative Democratic Educationg a problem, and thus logically prior to solving it. In section two, “.”, I discuss Dewey’s notion of teaching within the context of his broader theory of democratic education, highlighting it as a form of teaching that is non-affirmative, by contrasting it to “traditional, transmissive” and, what I
兴奋过度
发表于 2025-3-27 09:05:12
Between Doxa and Transformational Bildung: A Phenomenological and Social-Theoretical Rehabilitation einungsbildung). The sociality of opinion as judgment is then extended in the second step with Bourdieu in a social-theoretical perspective. For this, we work out habitualized doxa as the primary, judging approach to the world. We thus determine the pre-predicative judgment as a mode of the habitus
hereditary
发表于 2025-3-27 09:39:36
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MONY
发表于 2025-3-27 15:29:42
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obstruct
发表于 2025-3-27 19:06:01
On the Normativity of Data-Driven Curriculum Policy-Making: A Discursive and Non-affirmative Approac Bridging educational leadership, curriculum theory and didaktik: Non-affirmative theory of education. Springer, Cham, 2017) to elaborate on a more reflexive position. The critical examination shows how . and . operate as educational ideals within the discourse of data-driven curriculum policy-makin
Lice692
发表于 2025-3-27 22:04:56
Book‘‘‘‘‘‘‘‘ 2023eproductive power. Instead of such an instrumentalism, education is seen as a critical societal practice, necessary for reflexive action and democracy. In different ways, the chapters demonstrate how non-affirmative theory offer an alternative to contemporary neo-liberal and conservative policies. T
NUDGE
发表于 2025-3-28 05:11:35
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antenna
发表于 2025-3-28 09:17:49
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intention
发表于 2025-3-28 12:48:59
8楼