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Thinking Again: Education After Postmodernism (Critical Studies in Education and Culture Series) Paperback – April 30, 1998

ISBN-13: 978-0897895125 ISBN-10: 0897895126

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Product Details

  • Series: Critical Studies in Education and Culture Series
  • Paperback: 224 pages
  • Publisher: Praeger (April 30, 1998)
  • Language: English
  • ISBN-10: 0897895126
  • ISBN-13: 978-0897895125
  • Product Dimensions: 9.2 x 6.1 x 0.6 inches
  • Shipping Weight: 13.8 ounces
  • Amazon Best Sellers Rank: #2,398,498 in Books (See Top 100 in Books)

Editorial Reviews

Review

“Full of philosophical, spiritual, metaphysical and Shakespearean references, this book is for the serious student of educational theory and philosophy. It is of equal interest to the serious reader of sociological and historical studies.”–Education Libraries

“[T]he whole text with its rich, readable, rhetorical mix of exposition, argument, jokes, and ironies.”–British Journal of Educational Studies

“Rereading philosophical and literary sources in a perceptive and engaging style, the authors offer sharp critical insights while also broadening our sense of educational possibilities.”–Nicholas Burbules, Professor of Educational Policy Studies University of Illinois, Urbana/Champaign

“[A] thoroughly engrossing book that scholars and teachers will profit from reading, including those -- perhaps especially those -- who have regarded postmoderism with disdain and incomprehension.”–Eamonn Callan, Professor of Educational Policy Studies University of Alberta

“What I find most interesting is that the authors treat their main chosen poststructuralists as continuing and contributing to [the] traditional Anglo-American philosophy of education in a non-relativistic manner, rather than opposing it, which many Nietzschean based interpretations of these poststructuralists might suggest. This makes the book an important contribution to [the] philosophy of education in itself.”–Jim Marshall, Professor of Education and Dean of the Faculty of Arts University of Auckland

Book Description

The authors show how such postmodernist thinkers as Derrida, Foucault, and Lyotard illuminate puzzling aspects of education. They argue that educational theory is currently at an impasse, and that we need these new and disturbing ideas in order to think again fruitfully and creatively about education.


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