Authors:
- Expounds a new modality of educational essay-writing and combines this with insightful recommendations for new pedagogical approaches to educator training
- Introduces to educational researchers examples of unexplored yet richly productive writing and thinking methodologies
- Synthesizes the ideas of key thinkers from different traditions in a way that will help secondary and university teachers responsible for curriculum development in the arts and humanities
Part of the book series: Contemporary Philosophies and Theories in Education (COPT, volume 3)
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Table of contents (8 chapters)
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Front Matter
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George Lukács: Practice of Philosophy for Existential Fulfillment
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Front Matter
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Georg Lukács: Practice of Philosophy for Existential Fulfillment
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Stanley Cavell: Practice of Education in the Essay-Form
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Front Matter
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Back Matter
About this book
Exemplifying what it advocates, this book is an innovative attempt to retrieve the essay form from its degenerate condition in academic writing. Its purpose is to create pedagogical space in which the inner struggle of ‘lived experience’ can articulate itself in the first person. Working through essays, the modern, ‘post-secular’ self can guide, understand, and express its own transformation. This is not merely a book about writing methods: it has a sharp existential edge.
Beginning by defining key terms such as ‘self-transformation’, Kwak sketches the contemporary debates between Jürgen Habermas and Charles Taylor on the status of religious language in the public domain, and its relationship to secular language. This allows her to contextualize her book’s central questions: how can philosophical practice reduce the experiential rift between knowledge and wisdom? How can the essay form be developed so that it facilitates, as praxis, pedagogical self-transformation? Kwak develops her answers by working through ideas of George Lukács and Stanley Cavell, of Hans Blumenberg and Søren Kierkegaard, whose work is much less familiar in this context than it deserves to be.
Kwak’s work provides templates for new forms of educational writing, new approaches to teaching educators, and new ways of writing methodology for educational researchers. Yet the importance of her ideas extends far beyond teaching academies to classroom teachers, curriculum developers – and to anyone engaged in the quest to lead a reflective life of one’s own.
Keywords
- Kierkegaard
- Michel de Montaigne
- Wittgenstein
- education
- essay
- essay-form
- essayist
- existential
- limit-experience
- non-religious
- philosophical practice
- post-secular
- public education
- reading
- reflexivity
- secular humanist culture
- secular humanist model
- self-formation
- self-transformation
- spiritual connection
- subjectivity
- writing
Authors and Affiliations
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, Department of Education, Seoul National University, Seoul, Korea, Republic of (South Korea)
Duck-Joo Kwak
Bibliographic Information
Book Title: Education for Self-transformation
Book Subtitle: Essay Form as an Educational Practice
Authors: Duck-Joo Kwak
Series Title: Contemporary Philosophies and Theories in Education
DOI: https://doi.org/10.1007/978-94-007-2401-3
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media B.V. 2012
Hardcover ISBN: 978-94-007-2400-6Published: 12 October 2011
Softcover ISBN: 978-94-007-3706-8Published: 29 November 2013
eBook ISBN: 978-94-007-2401-3Published: 12 October 2011
Series ISSN: 2214-9759
Series E-ISSN: 2214-9767
Edition Number: 1
Number of Pages: X, 150
Topics: Educational Philosophy, Teaching and Teacher Education, Literacy, Education, general, Curriculum Studies