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Philosophy and Education as Action

Implications for Teacher Education

Yusef Waghid and Nuraan Davids

Philosophy and Education as Action: Implications for Teacher Education endeavors to clarify pertinent philosophical concepts in education and look at how these concepts impact teaching, learning, and management as classroom practices. Through the philosophical concepts of epistêmê (knowledge), phronesis (practical reasoning), praxis (productive action), paideia (education), parhessia (free speech), technê (craft or art), dialogos (deliberative engagement), philia (love and friendship), kosmopolitis (cosmopolitanism), and dinamis (potentiality), students can come to speech through a philosophical discourse situated in educational studies. « less more »
Lexington Books
Pages: 160Size: 6 1/2 x 9 3/8
978-1-4985-4344-6 • Hardback • March 2017 • $85.00 • (£54.95)
978-1-4985-4345-3 • eBook • March 2017 • $80.00 • (£52.95)
Nuraan Davids is senior lecturer in the Department of Education Policy Studies at Stellenbosch University.

Yusef Waghid is distinguished professor of philosophy of education in the Department of Education Policy Studies at Stellenbosch University.
Epistêmê (knowledge)
Chapter 7: Dialogos (deliberative engagement)
About the Authors
Written with exemplary clarity, flair and imagination, Yusef Waghid and Nuraan Davids’ new book enriches teacher education and enlarges educational thought by exploring highly significant philosophical insights without a hint of reduction. As ‘rhythmic illuminations of how action can be engendered within philosophy of education’, the chapters of this book, which should be read by everyone in contemporary philosophy of education, bring valuable and passionate conviction to crucial topics of present-date educational-theoretical debates.
Marianna Papastephanou, University of Cyprus

Waghid and Davids, in their unravelling of the idea of philosophy of education as action, provide a salient and critical account of transformative modes of teacher activity which encourage critical thinking, and reflective and imaginative action in the classroom. This volume adds significantly to the existing corpus of literature on the theory and practice of teacher education.
Philip Higgs, University of South Africa