Titlebook: Education and Thinking in Continental Philosophy; Thinking against the Itay Snir Book 2020 Springer Nature Switzerland AG 2020 Education fo

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书目名称Education and Thinking in Continental Philosophy影响因子(影响力)学科排名




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书目名称Education and Thinking in Continental Philosophy网络公开度学科排名




书目名称Education and Thinking in Continental Philosophy被引频次




书目名称Education and Thinking in Continental Philosophy被引频次学科排名




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书目名称Education and Thinking in Continental Philosophy年度引用学科排名




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书目名称Education and Thinking in Continental Philosophy读者反馈学科排名

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Hannah Arendt: Thinking as Withdrawal and Regeneration of the World,hinking in Arendt’s approach is indeed possible and of great importance, but may also be hazardous to the thinker as well as her political community. Confronting this danger does not require less thinking (or education encouraging it), but rather engaging in two different but complementary kinds of

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Gilles Deleuze: Thinking as Making Sense Against Common Sense,independently of the thinker’s knowledge and place in the sociopolitical order. I start with an analysis of the Deleuzian concepts of common sense and good sense, which form the basis of what he calls “the dogmatic image of thought”. I then discuss his concept of sense, and demonstrate that Deleuzia

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Jacques Derrida: Thinking Madness in Education,ory of Madness”, where Derrida argues against Foucault’s reading of Descartes’ reference to madness in the first chapter of his .. While Foucault claims that Descartes constitutes a dichotomous opposition between thought and madness, Derrida shows that madness finds its way into the Cartesian . and

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,Jacques Rancière: Thinking, Equality of Intelligence, and Political Subjectivity, between education and politics in his thought. I show that thinking opens the dimensions of plurality and singularity in Rancière’s politics, thereby playing a crucial role in the formation of political subjects. By thinking about thinking in Rancière, I demonstrate that universal teaching – unders

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Conclusion,them to appear more clearly. To that end, I examine the views of Adorno, Arendt, Deleuze, Derrida, and Rancière along the three main axes around which the book revolves: the conception of thinking, the relations between thinking and politics, and the possibility of education for thinking. The first

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ome philosophers, but also indicates the lack of common ground on which to build a comprehensive theory of education for thinking based on all. Finally, I use the meta-analysis to draw some general conclusions and attempt to think about the relations between the continental conceptions of thinking and concrete educational practice.