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Education and the ontological questi...

Roy, Kaustuv.

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Education and the ontological question = addressing a missing dimension /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Education and the ontological question/ by Kaustuv Roy.
Reminder of title:	addressing a missing dimension /
Author:	Roy, Kaustuv.
Published:	Cham :Springer International Publishing : : 2019.,
Description:	xiii, 232 p. :ill., digital ;24 cm.
[NT 15003449]:	1. Introduction: Education and Ontological Amnesia -- 2. Being in Antiquity -- 3. Being in the Present Age -- 4. Being in Practice -- 5. Language of Being -- 6. Creative Being -- 7. Epilogue.
Contained By:	Springer eBooks
Subject:	Education - Philosophy. -
Online resource:	https://doi.org/10.1007/978-3-030-11178-6
ISBN:	9783030111786

Education and the ontological question = addressing a missing dimension /
Roy, Kaustuv.

Education and the ontological questionaddressing a missing dimension /[electronic resource] :by Kaustuv Roy. - Cham :Springer International Publishing :2019. - xiii, 232 p. :ill., digital ;24 cm.

1. Introduction: Education and Ontological Amnesia -- 2. Being in Antiquity -- 3. Being in the Present Age -- 4. Being in Practice -- 5. Language of Being -- 6. Creative Being -- 7. Epilogue.

"What Roy has accomplished is a real achievement, a genuine and remarkable scholarly contribution. Ultimately I believe he has fully and completely fulfilled his aim of addressing an immense oversight in educational thinking and scholarship: the ontological question. Not only does he reference educational scholars who are generally not as well known, but Roy also grounds his approach in the thinking of Jung, Levinas, and Merleau-Ponty in an innovative and provocative manner." -Matthew J. Kruger-Ross, Assistant Professor of Educational Technology and Philosophy of Education, West Chester University, USA This book identifies and expands upon the link between ontology and education, exposing a lack of ontological inquiry as the vital missing element in the study and practice of modern education today. In this book, Roy aims to reintroduce ontological thinking and reasoning that grounds historical and modern educational understandings and practice. Beginning with a historical perspective, he then turns to examine the results of his scholarship into practical concerns of education such as language, dialogue, and curriculum: ultimately proposing a new way forward emphasizing a balance in the education effort between epistemic content and ontological disclosure.

ISBN: 9783030111786

Standard No.: 10.1007/978-3-030-11178-6doiSubjects--Topical Terms:

524285
Education
--Philosophy.

LC Class. No.: LB14.7 / .R695 2019

Dewey Class. No.: 370.1

Education and the ontological question = addressing a missing dimension /
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505 0 $a 1. Introduction: Education and Ontological Amnesia -- 2. Being in Antiquity -- 3. Being in the Present Age -- 4. Being in Practice -- 5. Language of Being -- 6. Creative Being -- 7. Epilogue.
520 $a "What Roy has accomplished is a real achievement, a genuine and remarkable scholarly contribution. Ultimately I believe he has fully and completely fulfilled his aim of addressing an immense oversight in educational thinking and scholarship: the ontological question. Not only does he reference educational scholars who are generally not as well known, but Roy also grounds his approach in the thinking of Jung, Levinas, and Merleau-Ponty in an innovative and provocative manner." -Matthew J. Kruger-Ross, Assistant Professor of Educational Technology and Philosophy of Education, West Chester University, USA This book identifies and expands upon the link between ontology and education, exposing a lack of ontological inquiry as the vital missing element in the study and practice of modern education today. In this book, Roy aims to reintroduce ontological thinking and reasoning that grounds historical and modern educational understandings and practice. Beginning with a historical perspective, he then turns to examine the results of his scholarship into practical concerns of education such as language, dialogue, and curriculum: ultimately proposing a new way forward emphasizing a balance in the education effort between epistemic content and ontological disclosure.
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