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This exhaustively-researched, carefully-focused book asks whether imagination, emotion and art can enlighten our sense of right and wrong, looking at this question through the lens of moral philosophy with contributions from cognitive science, psychology and neurology. If moral thinking is simply logical reasoning or following God-given law, why did the poet Shelley say that “the great instrument of moral good is the imagination”? Why does ethical reasoning tend towards absolutes: something is either right or wrong, period, while a thoughtful minority values the “priority of the particular” – that unique aspects of a situation may come closer to the heart of the matter than any general rules could? Are emotions, as many philosophers in history have theorized, only a distraction from the clear perception of duty, or do feelings add something important, even critical, to how we judge good and bad, right and wrong? Can great works of art and literature embody imagination, the particular, and emotions to illuminate human life in ways crucial to ethical thinking? This book introduces an original idea in philosophy, “moral density,” which for the first time elucidates the profound relation between art and ethics. Written for the literate layperson, an academic or technical background is not necessary, so this book will be of interest not only to philosophers and educators, but to all who are concerned with what is good, and how to see it and teach it.

General ethics --- Aesthetics --- Educational sciences --- onderwijsfilosofie --- esthetica --- filosofie --- Art --- Study and teaching. --- Moral and ethical aspects.

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This book inspires educational practitioners with special regard to the way how practice in the frontline service is able to inform leadership and policy decision. It empowers them to identify what features are counted as professional and how they could be turned into sources for developing wise judgment and eliciting creative acts in teaching, lesson planning and course design, collaboration, and knowledge excavation to shape policy decision and planning. In addition, for those who are used to conceive the world and their practice from a positivist tradition may find the insights of this book illuminating particularly when they are looking for a paradigm shift in understanding their practice. Last but not least, educators and teacher educators in particular will find the ideas in this book more promising in escalating the awareness of teachers of the next generation towards what is 'good' (phronesis) in terms of their professional attitude and actual performance (informed by both techne and episteme) in their relevant settings. .

Philosophy --- School management --- Teaching --- Educational sciences --- onderwijsfilosofie --- onderwijs --- opvoeding --- Educational leadership. --- Educació --- Filosofia de l'educació --- Educació en valors

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This book connects the Biblical Paul's work as an educator with the revival of interest in Paul's impact on contemporary social and cultural experience, sometimes referred to as Paul's new moment. It presents Paul's letters as being the testament of an educator who brought a radical emancipatory approach to the communities with whom he lived and worked. The book draws on history, philosophy, New Testament studies, and social theory to present the case for Paul as the initiator of a pedagogy of the event. This book explores the concept of a pedagogy of the event, and provides a case study of success in its implementation

Philosophy --- Religious studies --- Teacher education. Teacher's profession --- Teaching --- onderwijsfilosofie --- godsdienstfilosofie --- lerarenopleiding --- lesgeven --- Education --- Education in the Bible. --- Religious aspects --- Christianity. --- Bible. --- Criticism, interpretation, etc. --- Educació religiosa

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This book is about becoming touched and moved by Karen Barad's agential realism. Karen Barad as Educator is not biographical. It is not about Barad. There is much to be learned about teaching and education research through the human and other-than-human narrative characters in Barad's writings and way of life. Reading this book is about becoming entangled with, and being inspired by, a passionate yearning for a radical reconfiguration of education in all its settings and phases (e.g., day-care centres, schools, colleges, universities, but also homes, museums or therapy rooms). This book will appeal to lecturers, teachers, artists, therapists, parents and grandparents, funders of education research, organisers of educational events, as well as detached youth workers. In short, this book will speak to anyone interested in the 'what' and the 'how' of educational encounters and who is interested in alternatives to the dominant neoliberal national curricula, educational policies and humanist teaching, research, and conference agendas. The book aims to offer a gripping account for educators to be inspired by the invigorating and elusive philosophy of agential realism with a specific focus on iterative performative practices that profoundly matter to what counts as knowledge, teaching, learning and response-able education science.

Science --- Philosophy --- Sociology of education --- Teaching --- Educational sciences --- onderwijsfilosofie --- didactiek --- onderwijs --- onderzoeksmethoden --- onderwijssociologie --- Education --- Realism. --- Filosofia de l'educació --- Finalitats de l'educació --- Philosophy. --- Aims and objectives.

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A provocative book, an important book! jagodzinski's and Wallin's 'betrayal' is in fact a wake-up call for art-based research, a loving critique of its directions. jagodzinski's and Wallin's reference is the question 'what art can do' – not what it means. Theirs is an ultimate affirmation that uncovers the singularities that compose and give consistency to art not as an object, but as an event. Their betrayal consists in an affirmation of life and becoming, positing a performative 'machinics of the arts' which is in absolute contraposition with the hegemonic discourse of art and|as an object of knowledge and representation. This does not only concern academia, but also politics and ethics – an untimely book that comes just at the right time! Bernd Herzogenrath, Goethe Universität Frankfurt am Main (Germany), author of An American Body|Politic. A Deleuzian Approach, and editor of Deleuze & Ecology and Travels in Intermedia[lity]. ReBlurring the Boundaries. Approaching the creative impulse in the arts from the philosophical perspectives of Deleuze + Guattari, jagodzinski and Wallin make a compelling argument for blurring the boundaries of arts-based research in the field of art education. The authors contend that the radical ideas of leading scholars in the field are not radical enough due to their reliance on existing research ontologies and those that end in epistemological representations. In contrast, they propose arts-based research as the event of ontological immanence, an incipient, machinic process of becoming-research through arts practice that enables seeing and thinking in irreducible ways while resisting normalization and subsumption under existing modes of address. As such, arts practice, as research-in-the making, constitutes a betrayal of prevailing cultural assumptions, according to the authors, an interminable renouncement of normalized research representations in favor of the contingent problematic that emerges during arts practice. Charles R. Garoian, Professor of Art Education, Penn State University, author of The Prosthetic Pedagogy of Art. Jagodzinski and Wallin have written a challenging book on the theme of betrayal which aims to question the metaphysical ground of the practice of many arts educators and researchers. Dismantling the notion of praxis which assumes a prior will as well as the pervasive notion of the creative and reflexive individual, they revisit the notion of poiesis and the truth of appearing in order to advocate the centrality of becoming in pedagogical relations. Is it possible to develop pedagogies beyond those images of thought that attenuate learners, teachers and researchers? We need a new image of thought, or better, a thought without image, and this book asks us to take up the challenge. Dennis Atkinson, Director of the Centre for the Arts and Learning, Department of Educational Studies, Goldsmiths University of London, author of Art Equality and Learning; Pedagogies Against the State.

Teaching --- Higher education --- Art --- art education --- onderwijsfilosofie --- onderzoek in de kunsten --- kunstonderwijs --- Qualitative research --- Arts and society. --- Arts --- Arts and sociology --- Society and the arts --- Sociology and the arts --- Methodology. --- Social aspects