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Zusatztext “This volume has three sections and an introduction. … Theological libraries that support programs with components of theological methodology should add this text to their collections. In addition, faculty and graduate students who are working with participatory action research should read this book to explore the epistemological foundations of their methodology.” (Jonathan Roach, Reflective Teaching, 2016) Informationen zum Autor Luis S. Villacañas de Castro is Assistant Professor in the Department of Language and Literature Education at the Faculty of Education, University of Valencia, Spain. He has published abundantly in political philosophy, epistemology, critical pedagogy, and language education. Klappentext This book explores Marx's theory of the phenomenal forms in relation to critical pedagogy and educational action research, arguing that phenomenal forms pose a pedagogical obstacle to any endeavour that seeks to expand an individual's awareness of the larger social whole. Zusammenfassung This book explores Marx's theory of the phenomenal forms in relation to critical pedagogy and educational action research! arguing that phenomenal forms pose a pedagogical obstacle to any endeavour that seeks to expand an individual's awareness of the larger social whole. Inhaltsverzeichnis Introduction: The Pedagogical Obstacle of the Phenomenal Forms PART I: MARX, FREUD, PEDAGOGY 1. Beyond . On Education, Marxism, and Psychoanalysis PART II: EPISTEMOLOGY, CRITICAL PEDAGOGY, AND LIBERAL PRINCIPLES 2. The Pedagogical Problem: Vygotsky's Encounter with Marx's Phenomenal Forms 3. The Pedagogical Solution: Freire's Critical Pedagogy and Social Democracy PART III: THEORY AND PRACTICE OF EDUCATIONAL ACTION RESEARCH 4. The Critical Potential of John Elliott's Pedagogy 5. A Practical Case of Participatory Meta-Action Research
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“This volume has three sections and an introduction. … Theological libraries that support programs with components of theological methodology should add this text to their collections. In addition, faculty and graduate students who are working with participatory action research should read this book to explore the epistemological foundations of their methodology.” (Jonathan Roach, Reflective Teaching, 2016)
