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020 |a9781402045882|9978-1-4020-4588-2
024 7 |a10.1007/1-4020-4588-3|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLB2300-2799.3
072 7|aJNM|2bicssc
072 7|aEDU015000|2bisacsh
072 7|aJNM|2thema
082 04|a378|223
090 |aDK/12664
100 1 |aO'Loughlin, Marjorie.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aEmbodiment and Education|h[electronic resource] :|bExploring Creatural Existence /|cby Marjorie O'Loughlin.
250 |a1st ed. 2006.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2006.
300 |aX, 180 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 ;|v15
505 0 |aThe Scopic Regime and the Ordering of the World -- Creatural Embodiment -- Working Bodies -- Emotion, Sociality and Embodiment -- Embodied Citizenship.
520 |aDiscursive accounts of the body have been prominent recently. While acknowledging the usefulness of these, the author, drawing upon specific philosophers of the body and a wide range of other theorists, focuses attention on the experiencing body - which she refers to as 'creatural existence’. Thinking in terms of the creatural, she argues, can better situate human beings in their environment, thus emphasizing a kind of 'ecological notion of subjectivity’, in which place-based existence is understood anew. The educational implications of focusing on what bodies 'do' and not so much in terms of how they are socially inscribed, presents them as practico-sensory totalities which should perhaps be seen as systems rather than an as a mere organism or entity. Such an articulation of creatural existence emphasizes animality, and in so doing reminds us of the centrality of the senses in all knowing and doing, including crucially, in relation to those practices which we have understood as 'work'. Multi-sensorial education is a major sub-theme of the book and the author argues persuasively for this by means of a critical analysis of the ocular centrism that is characteristic of contemporary culture. With its strong philosophical anchoring and its judicial use of interdisciplinary sources this book will appeal to both undergraduate and graduate students and their teachers not only in the field of philosophy of education but those from many others disciplines. It will also interest primary and secondary school teachers, curriculum designers and education policy makers. ‘Marjorie O'Loughlin shows in this book that embodiment ought to be central to human hopes to be whole persons, who are not merely productive but who are also expressive of our potentiality. Her 'creatural existence' grounds this in our fleshly selves, and she explores it through the emotions, through work, and throughcitizenship. Her achievement here is profound: in one book, we find an interdisciplinary account of the evidence for creatural existence, presented accessibly in first-person philosophical narrative, based mainly on Merleau-Ponty. If bodies matter more than ever in everyday life, educators should start with our fleshly selves and move creatively forward. O'Loughlin points out the direction...and pushes us persuasively: you can feel the nudge!' David Beckett, Associate Professor, Faculty of Education, University of Melbourne .
650 0|aEducation, Higher.
650 0|aEducation|xPhilosophy.
650 0|aEducation.
650 0|aPhilosophy.
650 14|aHigher Education.
650 24|aEducational Philosophy.
650 24|aEducation.
650 24|aPhilosophy.
650 24|aPhilosophy of Education.
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9781402045875
776 08|iPrinted edition:|z9789048107797
776 08|iPrinted edition:|z9789401776547
830 0|aPhilosophy and Education ;|v15
856 40|uhttps://doi.org/10.1007/1-4020-4588-3
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)