dc.contributor.author |
Emmick, Christopher, 1980- |
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dc.date.accessioned |
2008-05-01T17:30:30Z |
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dc.date.available |
2008-05-01T17:30:30Z |
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dc.date.issued |
2007-12 |
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dc.identifier.uri |
http://hdl.handle.net/1794/6059 |
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dc.description |
vii, 66 p. A print copy of this title is available from the UO Libraries, under the call number: KNIGHT LB85.P7 B367 2007 |
en |
dc.description.abstract |
Philosophy of education should be unfolded alongside a deep understanding of how critical thinking transforms the student/teacher relation as a form of philosophic praxis. This account primarily draws on the philosophic works of Plato and Aristotle, but also engages a variety of contemporary thinkers on the question of education as philosophically transformative critical thinking. The dialogic structure of Plato's Republic demonstrates the relation between character and logos in a way that shows learning as praxis in self-realization. Aristotle's inquiry into psuche provides understanding and language for the inner life ofa learner that is both active and complex. I argue that, in its most basic formulation, critical thinking names a process that allows students to harness their voice and mature in the classroom while also presenting teachers with the ability to participate in the active learning of their teaching environment. |
en |
dc.description.sponsorship |
Adviser: Peter Warnek |
en |
dc.format.extent |
2403088 bytes |
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dc.format.extent |
57905 bytes |
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dc.format.mimetype |
application/pdf |
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dc.format.mimetype |
application/pdf |
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dc.language.iso |
en_US |
en |
dc.publisher |
University of Oregon |
en |
dc.relation.ispartofseries |
University of Oregon theses, Dept. of Philosophy, 2007, M.A. |
en |
dc.title |
Educational Praxis in Plato and Aristotle |
en |
dc.type |
Thesis |
en |