978-3-031-16670-9.pdf

This open access book explores the gendered reality of learning philosophy at the university level, investigating the ways in which women and minority students become alienated from the social practices of a male-dominated field, and examining pedagogical solutions to this problem. It covers the rol...

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Γλώσσα:English
Έκδοση: Springer Nature 2023
Διαθέσιμο Online:https://link.springer.com/978-3-031-16670-9
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spelling oapen-20.500.12657-607932024-03-27T14:15:06Z Sisters of the Brotherhood: Alienation and Inclusion in Learning Philosophy Ruonakoski, Erika Women in Philosophy Inclusive Learning Minorities in Philosophy Alienation From Philosophy Women Students Passion for Philosophy Situatedness of Learning Philosophical Canon Renewal of Philosophy Underrepresentation of Women teaching philosophy socrates tenured philosophy and education inclusion in philosophy thema EDItEUR::Q Philosophy and Religion::QD Philosophy thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::Q Philosophy and Religion::QD Philosophy::QDT Topics in philosophy::QDTS Social and political philosophy This open access book explores the gendered reality of learning philosophy at the university level, investigating the ways in which women and minority students become alienated from the social practices of a male-dominated field, and examining pedagogical solutions to this problem. It covers the roles and the interactions of the professor and student in the following ways: (1) the historical situation, (2) the affective, social and bodily situation, and (3) the moral situation. This text analyzes women’s passion for philosophy as a quest for truth, as well as their partial alienation from the social practices of philosophy. It demonstrates that recognition, generosity, and care are central ingredients of good learning and teaching experiences. Providing case studies of experimental courses in philosophy, the book discusses a variety of pedagogical approaches that might increase the inclusiveness of a philosophical education: novel and more gender-balanced ways of interpreting the history of philosophy, problem-based learning as a means of emancipating the student from the traditional master–disciple relationship, body awareness practices as a way of challenging the “disembodying” tendencies of philosophy, and a pluralism of methods to address the needs of different kinds of learners. Thanks to these features, the book is particularly useful for philosophy professors at the university level, but it also provides insights for all readers who feel puzzled about the persistent underrepresentation of women in philosophy. 2023-01-20T16:53:36Z 2023-01-20T16:53:36Z 2023 book ONIX_20230120_9783031166709_16 9783031166709 https://library.oapen.org/handle/20.500.12657/60793 eng SpringerBriefs in Philosophy application/pdf n/a 978-3-031-16670-9.pdf https://link.springer.com/978-3-031-16670-9 Springer Nature Springer International Publishing 10.1007/978-3-031-16670-9 10.1007/978-3-031-16670-9 6c6992af-b843-4f46-859c-f6e9998e40d5 3f9000b0-f7e6-48e1-a153-c4c4989d91e3 9783031166709 Springer International Publishing 97 Cham [...] open access
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language English
description This open access book explores the gendered reality of learning philosophy at the university level, investigating the ways in which women and minority students become alienated from the social practices of a male-dominated field, and examining pedagogical solutions to this problem. It covers the roles and the interactions of the professor and student in the following ways: (1) the historical situation, (2) the affective, social and bodily situation, and (3) the moral situation. This text analyzes women’s passion for philosophy as a quest for truth, as well as their partial alienation from the social practices of philosophy. It demonstrates that recognition, generosity, and care are central ingredients of good learning and teaching experiences. Providing case studies of experimental courses in philosophy, the book discusses a variety of pedagogical approaches that might increase the inclusiveness of a philosophical education: novel and more gender-balanced ways of interpreting the history of philosophy, problem-based learning as a means of emancipating the student from the traditional master–disciple relationship, body awareness practices as a way of challenging the “disembodying” tendencies of philosophy, and a pluralism of methods to address the needs of different kinds of learners. Thanks to these features, the book is particularly useful for philosophy professors at the university level, but it also provides insights for all readers who feel puzzled about the persistent underrepresentation of women in philosophy.
title 978-3-031-16670-9.pdf
spellingShingle 978-3-031-16670-9.pdf
title_short 978-3-031-16670-9.pdf
title_full 978-3-031-16670-9.pdf
title_fullStr 978-3-031-16670-9.pdf
title_full_unstemmed 978-3-031-16670-9.pdf
title_sort 978-3-031-16670-9.pdf
publisher Springer Nature
publishDate 2023
url https://link.springer.com/978-3-031-16670-9
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