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Dialectics of Knowing in Education strengthens the philosophical basis of formal education that has been weakened by neoliberalism over the past 30 years. It theorises and encourages human existence based on social action, culture, inquiry and creativity so that citizens in democratic association can formulate their own understandings of the world and be their own philosophers of practice.
Under neoliberal capitalism, formal education has become a key economic driver and factor for all countries, but has exacerbated social division and inequality. This has led to an increased pressure on education systems to emphasise individual gain and prosperity at the expense of community care and concern. Drawing on the work of Dewey, Mead, Freire and Biesta, the author argues that formal education at all levels must be transformed so that it does not seek to impose knowledge and truth, but situates knowledge as being constructed by democratic learning circles of staff, students and citizens.
Focusing particularly on the notion of praxis and specific issues involving Indigenous, feminist and practitioner knowing, this book will help scholars, practitioners and policy makers to transform their education theories and practices in ways that encourage democracy, emancipation, social action, culture, inquiry and creativity.
List of contents
List of figures
List of tables
About the Author
Preface
Acknowledgements
Dedication: John Dewey
Poem: Intellect
PART I: Looking Backwards, Looking Forwards
1. Materialism and Dialectics
2. Science and Humanities as Praxis
3. Intersubjective Praxis
4. Living with Ethical Conduct
PART II: Looking Inwards, Looking Outwards
5. Subjectification: How We Are
6. Thinking about Consciousness
7. Language, Thought and Creativity
8. Thinking in Social and Technological Environments
PART III: Looking to the Earth, Looking to the Sky
9. Indigenous Philosophy and Knowledge
10. Feminism and Education
11. Bricolage: Practitioner Knowledge and Research
12. Dialectics of Democracy, Citizenry, Knowing: A Letter to Those Who Would Act and Teach
References
Index
About the author
Dr Neil Hooley is an Honorary Fellow in the College of Arts and Education, Victoria University Melbourne. He has interests in Democracy and Social Justice, Philosophy of Education, Pragmatism, Critical Theory and Action Research. He supports recognition, respect and reconciliation between the Indigenous and non-Indigenous peoples of Australia.
Summary
Dialectics of Knowing strengthens the philosophical basis of formal education that has been weakened by neoliberalism over the past thirty years. This book will help scholars and practitioners to transform their education theories and practices in ways that encourage democracy, emancipation, social action, culture, inquiry and creativity.
