The Philosophy of Education

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Overview

Never before published, this book features George Herbert Mead’s illuminating lectures on the Philosophy of Education at the University of Chicago during the early 20th century. These lectures provide unique insight into Mead’s educational thought and reveal how his early psychological writings on the social character of meaning and the social origin of reflective consciousness was central in the development of what Mead referred to as his social conception of education. The introduction to the book provides an overview of Mead’s educational thought and places it against the wider social, intellectual, and historical background of modern educational concepts.
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Product Details

  • ISBN-13: 9781594515309
  • Publisher: Paradigm Publishers
  • Publication date: 5/28/2008
  • Edition description: New Edition
  • Pages: 202
  • Product dimensions: 6.20 (w) x 9.10 (h) x 0.80 (d)

Meet the Author

Most renowned for his work in philosophy and social psychology, George Herbert Mead (1863–1931) was one of the founders of American pragmatism. His collaboration with John Dewey at the University of Chicago and his wider involvement in social reform in Chicago stimulated his interest in educational theory and practice.

Gert Biesta (www.gertbiesta.com) is Professor of Educational Theory and Policy at the University of Luxembourg, former president of the Philosophy of Education Society USA, and editor-in-chief of the journal Studies in Philosophy and Education. He has published widely on the theory and philosophy of education. With Paradigm Publishers he published Beyond Learning: Democratic Education for a Human Future (2006) – winner of the 2008 American Educational Studies Association Critics' Choice Book Award – and Good Education in an Age of Measurement: Ethics, Politics, Democracy (2010). He also co-edited George Herbert Mead's The Philosophy of Education (2008).

Daniel Troehler is Professor at the Zurich University of Teacher Education and Director of the Pestalozzianum Research Institute for the History of Education.

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Table of Contents

Introduction: George Herbert Mead and the Development of a Social Conception of Education Gert Biesta Biesta, Gert Daniel Trohler Trohler, Daniel 1

Editing Principles 17

George Herbert Mead's Lectures on Philosophy of Education

Lecture 1 Education and the Intellectual Process of Community Life 21

Lecture 2 So-Called Education in Lower Animals Compared with Conscious Education in the Child 24

Lecture 3 Language, Communication, and Human Consciousness 29

Lecture 4 Play, Initiation, and Cult: The Origin and Development of Value Judgments 33

Lecture 5 Cult, Magic, and Myth: A Psychological Analysis of Perception 38

Lecture 6 The Social Nature of Cult 43

Lecture 7 Psychology of Worth and Reality, Myth and Explanation: Thinking and Social Consciousness 48

Lecture 8 Two Forms of Perception and the Aesthetic Phase of Reflective Consciousness 57

Lecture 9 The Role of the Aesthetic Object in Reflective Consciousness 62

Lecture 10 The Aesthetic Object and the Working Image 67

Lecture 11 Expression and Emotion 71

Lecture 12 Gesture, Communication, and Consciousness of Meaning 75

Lecture 13 Cult, Myth, and Education 79

Lecture 14 The Three Stages of the Act and the Relationship between Intercourse and Thought 83

Lecture 15 Gesture, Conversation, and Consciousness of Meaning 87

Lecture 16 The Function of the Aesthetic Image in Thought 91

Lecture 17 Cult and Myth in Greek Society 96

Lecture 18 Myth, Community, and Education 100

Lecture 19 Greek Science and Education 103

Lecture 20 The Social Origin of Greek Science 107

Lecture 21 The Role of Education in the Development of Greek Science 111

Lecture 22 The Aesthetic Object and the SocialOrigin of Reflection 115

Lecture 23 Pythagoras, Subjective Consciousness, and Abstraction 122

Lecture 24 Abstraction and Generalization in the Thought Process 126

Lecture 25 The Role of Abstraction in Reflective Thought 130

Lecture 26 Abstraction and Magic 133

Lecture 27 The Scientific Method and Education 136

Lecture 28 Socratic Education and the Role of Method 140

Lecture 29 From Greek Science to Modern Science 144

Lecture 30 Bacon, Galileo, Copernicus, Newton, and the Consciousness of Method 148

Lecture 31 The Social Character of the Reflective Process 152

Lecture 32 Education, Explanation, and Science 156

Lecture 33 The Phases of the Process of Thinking: Historical and Psychological 159

Lecture 34 Science, Education, and Method: The Role of the Aesthetic Form 163

Lecture 35 The Aesthetic Form and Scientific Method 167

Lecture 36 The Stages of the Reflective Process 170

Lecture 37 Education and the Conveying of Meanings 172

Lecture 38 Language, Communication, and Meaning in Education 177

Works Cited by Mead 179

References 182

Index 186

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