Nigel Tubbs

Philosophy of the Teacher

• Broschiertes Buch

Produktbeschreibung

This book offers a philosophical study of the teacher. It brings various philosophical, social, religious and political perspectives to bear upon the work that teachers do and upon the often contradictory experiences they have in such work. In particular, it offers a deep philosophical analysis of the significance for teachers of the troubling relationship between theory and practice. The book offers an introduction for new and existing teachers to philosophical ways of exploring and understanding their work, as well as a deeper philosophical engagement aimed at the academic community of scholars in educational theory and philosophy of education, and in continental philosophy and social theory. Throughout the book, the arguments are grounded in the everyday experiences that teachers have, and the material is carefully and deliberately organised around these experiences.

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Produktdetails

• Verlag: Wiley
• Seitenzahl: 208
• Erscheinungstermin: 9. Januar 2006
• Englisch
• Abmessung: 215mm x 149mm x 14mm
• Gewicht: 372g
• ISBN-13: 9781405138864
• ISBN-10: 1405138866
• Artikelnr.: 21418362

Autorenporträt

Nigel Tubbs is a Principal Lecturer at University College Winchester where he was Programme Director of the undergraduate education studies course from 1992-2004. Prior to this he was a teacher in several English comprehensive schools. His previous publications include The New Teacher (1996), Contradiction of Enlightenment: Hegel and the Broken Middle (1997) and Philosophy's Higher Education (2004).

Inhaltsangabe

Acknowledgement to the Cover Artist.

Preface.

Acknowledgements.

Introduction.

Part I: The Broken Middle of Philosophy, Education andCulture.

1. Philosophy in Education and Education in Philosophy.

2. The Culture of Philosophical Experience.

Part II: The Experience of the Teacher .

3. The Master.

4. The Servant.

5. The Spiritual Teacher.

Part III: Philosophy and the Teacher.

6. Hegel.

7. Nietzsche, Zarathustra and Deleuze.

8. Kierkegaard.

References.

Index.

Rezensionen

"This is a book of great persuasive power, iridescent intellectualbeauty, profound integrity; a book of brave and passionatescholarship. It is the kind of book one encounters once or twice ina decade, one that has the power to engage and challenge leaders inthe field as well as to entice those who come to philosophy ofeducation for the first time to remain engaged with a philosophy ofthe teacher throughout their lives."

Michael Fielding, University of Sussex

"George Steiner has attributed the besetting weakness of Englishintellectual life to its failure to engage with Hegel. The factthat English philosophy of education has strikingly borne out thatdiagnosis makes this an especially welcome book. For Tubbs, onlyHegel's speculative thinking - masterfully reenacted inthese pages - can enable us to live and think through theconstitutive contradictions of teaching in conditions of advancedmodernity. He argues for a deeply internal relationship betweeneducation and philosophy, a relationship that is to be realised inthe experience of teachers though it remains uncomprehended in thetexts of various critical and poststructuralist theorists.Spirited, serious, richly allusive, unabashedly polemical -and addressed as much to teachers as to philosophers -Philosophy of the Teacher will inspire and provoke."

Joseph Dunne, Dublin City University

"In Philosophy of the Teacher Tubbs makes a compellingcase for the centrality of education in the practice of philosophyand for philosophy in the practice of teaching. He provides asustained philosophical justification of the emancipatory vocationof teaching as well as a serene but realistic assessment of thepressure on the teacher committed to this vocation but having towork within institutional constraints that would seem to betray it.The book opens with a subtle critique of the concept of'education' and the aporias of even its radicalcritique, moving through a meditation on the experience of theteacher to some exemplary closing lessons on leading modernphilosopher-teachers. The combination of concrete critique andspeculative philosophy makes this a book that will re-orient thefield of the philosophy of education. It is essential reading forphilosophers interested in the aporias of freedom and education,but above all for aspiring teachers and for working teacherslooking to renew their sense of vocation."

Howard Caygill, Goldsmiths College, University ofLondon