家的逻辑:后真相时代的抵抗与逻辑

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
Becky M. Atkinson, Bradley Toland
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引用次数: 0

摘要

不断扩大的全球化和最近西方国家的民族主义反弹为探究和转变提供了一个教学机会的门槛。我们从女权主义实用主义的哲学角度探讨这些运动是如何教育的,这些实用主义是由本土哲学和政治观点的逻辑所告知的。这为围绕社会民主和教育政治转型的对话以及以对话、社会正义、文明、公平和成长为特征的教育探究提供了重大贡献。具体而言,本文考察了19世纪早期美国记者、废奴主义者、女权运动鼻祖莉迪亚•柴尔德和19世纪杰出且有影响力的跨学科女权实用主义者、早期女权与和平运动的全球领袖简•亚当斯的生活经历和作品中所呈现的家的逻辑。我们将女权主义实用主义作为哲学推理和政治行动主义的相关授权和教育框架,特别是在Child和adams的生活中具体化时。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Logic of Home: Resistance and Logic in Post-Truth Times
Abstract Expanding globalization and the recent nationalistic backlash in the West presents a pedagogical threshold of opportunity for inquiry and transformation. We explore how these movements are pedagogical from the philosophical perspective of feminist pragmatism informed by the logic of home, a Native philosophical and political perspective. This offers a significant contribution to the conversations surrounding social democracy and political transformation to education as well as educational inquiry characterized by dialogue, social justice, civility, equity, and growth. Specifically, in this paper we examine the logic of home as presented in the life experiences and work of Lydia Child, an early 19th century American journalist, abolitionist, and ancestor to the women’s rights movement, and Jane Addams, prominent and influential 19th century interdisciplinary feminist pragmatist, and global leader in the early in the women’s rights and peace movements. We forward feminist pragmatism as a relevant empowering and educative framework for philosophical reasoning and political activism, especially when materialized in the lives of Child and Addams.
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来源期刊
Educational Studies-AESA
Educational Studies-AESA EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
11.10%
发文量
33
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