Par šo e-grāmatu
- Moves beyond simplistic explanations of “Eastern” and “Western” to explore the complexity and diversity of various wisdom traditions
- Investigates the effect of mindfulness-based curricular interventions on current educational theory and practice
- Uses insights from important Western philosophers—including Heidegger, Levinas, and Foucault—to situate contemplative practice within contemporary educational theory
- Emphasizes the importance of transcultural and intercultural approaches in the philosophy of education
Par autoru
Oren Ergas lectures at the School of Education at the Hebrew University and at a number of teacher colleges in Israel. His research focuses on curricular and pedagogical aspects of contemplative education. His work has been published widely in peer-reviewed journals and books, including Critical Studies in Education, Paideusis, The Journal of Transformative Education, The Routledge International Handbook for Education, Religion and Values (2013) and New Social Foundations: Education in Post-Secular Society (2015).
Sharon Todd is Professor of Education at Maynooth University, Ireland. She has written extensively on ethical relations, the politics of education, feminism, and issues of cultural difference and social justice. She is the author of Toward an Imperfect Education: Facing Humanity, Rethinking Cosmopolitanism (2009) and Learning from the Other: Levinas, Psychoanalysis and Ethical Possibilities in Education (2003) and is the co-editor of Re-imagining Educational Relationships: Ethics, Politics and Practices (Wiley, 2014).
