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020 |a9789401586627|9978-94-015-8662-7
024 7 |a10.1007/978-94-015-8662-7|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLB1-3640
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090 |aDK/8704
100 1 |aMarshall, J.D.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aMichel Foucault: Personal Autonomy and Education|h[electronic resource] /|cby J.D. Marshall.
250 |a1st ed. 1996.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c1996.
300 |aVII, 247 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aPhilosophy and Education ;|v7
505 0 |aIntroduction: A Thousand Masks -- 1: Influences Upon Foucault -- 2: Liberalism and Liberaral Education -- 3: Personal Autonomy as an Aim of Education -- 4: Education and Power -- 5: On Education -- 6: Personal Autonomy Revisited -- 7: Doing Philosophy of Education -- Conclusion -- References -- Index of Names -- Index of Subjects.
520 |aThis book is designed to serve two purposes. First it provides an introduction to the ideas and works of Michel Foucault. It should be particularly appropriate for education students for whom, in general, Foucault is a shadowy presence. Second, it provides a Foucault based critique of a central plank of Western liberal education, the notion of the autonomous individual or personal autonomy. There are several introductions to Foucault but they tend to be written from a particular theoretical position, or with a particular interest in Foucault's ideas and works. For example Smart (1986) and Poster (1984) exemplify the former, and Dreyfus and Rabinow (1983) the latter. There is no substantial work in education on Foucault, apart from Ball (1990), which is an edited collection of papers by educationalists. The writer started reading Foucault from a position in education which was in the liberal framework, somewhere between Dewey, Freire and Habermas, but with an interest in punishment, authority and power. The book is the outcome of several years of trying to introduce students in education to his ideas and works in an educationally relevant manner. But an introduction, on its own, cannot show this relevance to education. Unless his ideas are put to work, unless they are used as opposed to mentioned in some sphere or area of education, then they may be of little relevance.
532 8 |aAccessibility summary: This PDF is not accessible. It is based on scanned pages and does not support features such as screen reader compatibility or described non-text content (images, graphs etc). However, it likely supports searchable and selectable text based on OCR (Optical Character Recognition). Users with accessibility needs may not be able to use this content effectively. Please contact us at accessibilitysupport@springernature.com if you require assistance or an alternative format.
532 8 |aInaccessible, or known limited accessibility
532 8 |aNo reading system accessibility options actively disabled
532 8 |aPublisher contact for further accessibility information: accessibilitysupport@springernature.com
650 0|aEducation|xPhilosophy.
650 0|aEducation.
650 0|aPhilosophy.
650 0|aPhilosophy and social sciences.
650 14|aPhilosophy of Education.
650 24|aEducation.
650 24|aPhilosophy.
650 24|aPhilosophy of the Social Sciences.
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9780792340164
776 08|iPrinted edition:|z9789048146970
776 08|iPrinted edition:|z9789401586634
830 0|aPhilosophy and Education ;|v7
856 40|uhttps://doi.org/10.1007/978-94-015-8662-7
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912 |aZDB-2-SXPR
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950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aPhilosophy and Religion (R0) (SpringerNature-43725)