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Rapp begins with a question posed by the poet Theodore Roethke: “Should we say that the self, once perceived, becomes a soul?” Through her examination of Plato’s Phaedrus and her insights about the place of forgetting in a life, Rapp answers Roethke’s query with a resounding Yes. In so doing, Rapp reimagines the Phaedrus, interprets anew Plato’s relevance to contemporary life, and offers an innovative account of forgetting as a fertile fragility constitutive of humanity. Drawing upon poetry and comparisons with other ancient Greek and Daoist texts, Rapp brings to light overlooked features of the Phaedrus, disrupts longstanding interpretations of Plato as the facile champion of memory, and offers new lines of sight onto (and from) his corpus. Her attention to the Phaedrus and her meditative apprehension of the permeable character of human life leave our understanding of both Plato and forgetting inescapably altered. Unsettle everything you think you know about Plato, suspend the twentieth-century entreaty to “Never forget,” and behold here a new mode of critical reflection in which textual study and humanistic inquiry commingle to expansive effect.

Plato. --- Oblivion. --- Phaedrus. --- Soul. --- dialogical. --- forgetting. --- fragility. --- reading. --- remembrance. --- selfhood.

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The present volume contains reflections on the desirability and even the necessity of the interreligious dialogue and of dialogical theology in an increasingly globalized world. A kaleidoscope of various religions, each with its own specificity and cultural singularity, characterizes plural, open societies. In this constellation, encounters with religious others allow us to reimagine and reconfigure our religious singularity. In the process of becoming interreligious, one dynamically and creatively shapes one's particularity in communication with others. The nightmare of a homogeneous society where the other has no place at all receives its alternative in the vision of a growing community in which one's cultural and religious identity is formed, affirmed, and transformed in dialogue with others.

Dialogue --- Religion --- Dialogical Theology --- Interreligiosity --- Hermeneutics --- Dialog --- Dialogische Theologie --- Interreligiosität --- Hermeneutik --- Schulpädagogik --- Judentum --- Religionswissenschaft

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"First published in Portuguese in 1968, Pedagogy of the Oppressed was translated and published in English in 1970. Paulo Freire's work has helped to empower countless people throughout the world and has taken on special urgency in the United States and Western Europe, where the creation of a permanent underclass among the underprivileged and minorities in cities and urban centers is ongoing. This 50th anniversary edition includes an updated introduction by Donaldo Macedo, a new afterword by Ira Shor and interviews with Marina Aparicio Barberán, Noam Chomsky, Ramón Flecha, Gustavo Fischman, Ronald David Glass, Valerie Kinloch, Peter Mayo, Peter McLaren and Margo Okazawa-Rey to inspire a new generation of educators, students, and general readers for years to come."-- Publisher's description

Education --- Popular education --- Critical pedagogy --- Philosophy --- Sociology of minorities --- Educational sciences --- emancipation --- minorities --- #breakthecanon --- 489.4 --- kunsteducatie --- onderwijs --- onderwijsstrategieën --- Onderwijsstijlen --- onderwijsvernieuwing --- probleemgestuurd onderwijs --- Lerarenopleiding --- dialogical --- pedagogie --- dialoog --- dialogiseren --- onderdrukking --- emancipatie --- Critical humanism in education --- Radical pedagogy --- Critical theory --- Transformative learning --- Non-formal education --- Community education --- Didactiek (hoger onderwijs) --- 450.4 --- democratisering --- lerarenopleiding --- klassenstrijd --- gelijke kansenonderwijs --- onderwijsfilosofie --- Onderwijskunde (onderwijsfilosofie, -sociologie, -economie, theoretische onderwijsvernieuwing) --- gelijke onderwijskansen --- Political philosophy. Social philosophy --- Social stratification --- Sociology of education --- Teaching

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This resource provides six articles noting current directions in religious education research. The field of religious education can be very broad and is capable of addressing a wide range of issues. This resource looks at six specific cases. First, a new educational tool that allows students to self-reflect on their religious and worldview journey is presented. A second contribution looks at a quantitative study of how adolescents view religion in Spain, utilizing analytical, empirical and social research methods. A critical component that is studied in this context is gender. The third article presents a creative look at how the Tauhidic elements in Islamic religious education can contribute to understanding the environmental challenges we face, looking at how we can be encouraged to take appropriate action to resolve our ecological problems. The fourth article looks at the suitability of religious education in a post-pandemic world in developing discussions on values, and how students can make sense of which values are right for them within the range of competing values. The fifth article also looks at life in a post-pandemic world. As thousands of families and individuals have experienced first-hand the pain of long-term illness and loss, understanding trauma-informed pedagogies can be extremely valuable. The sixth and final contribution looks at the value of using digital stories to foster global interreligious understanding, as well as deeper theological and spiritual understanding, especially in a world that is saturated with media and devices. Overall, the articles reflect a range of perspectives and research interests in the field of religious education.

Humanities --- Social interaction --- environmental education --- environmental values --- integration --- Islamic values --- tauhidic elements --- psychic trauma --- trauma-informed pedagogy --- trauma-sensitive pedagogy --- trauma-informed education --- embodiment --- secondary traumatization --- vicarious trauma --- higher education --- religious education --- theological education --- moral compass --- resilience --- values --- interreligious --- Christian education --- Islamic education --- Jewish education --- Hindu education --- faith development --- radicalization --- religious positioning --- international research --- self-analysis --- dialogical self theory (DST) --- self confrontation method (SCM) --- digital stories --- world religions --- Bloom’s Revised Taxonomy --- worldview education --- n/a --- Bloom's Revised Taxonomy

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Individual decision making can often be wrong due to misinformation, impulses, or biases. Collective decision making, on the other hand, can be surprisingly accurate. In Democratic Reason, Hélène Landemore demonstrates that the very factors behind the superiority of collective decision making add up to a strong case for democracy. She shows that the processes and procedures of democratic decision making form a cognitive system that ensures that decisions taken by the many are more likely to be right than decisions taken by the few. Democracy as a form of government is therefore valuable not only because it is legitimate and just, but also because it is smart. Landemore considers how the argument plays out with respect to two main mechanisms of democratic politics: inclusive deliberation and majority rule. In deliberative settings, the truth-tracking properties of deliberation are enhanced more by inclusiveness than by individual competence. Landemore explores this idea in the contexts of representative democracy and the selection of representatives. She also discusses several models for the "wisdom of crowds" channeled by majority rule, examining the trade-offs between inclusiveness and individual competence in voting. When inclusive deliberation and majority rule are combined, they beat less inclusive methods, in which one person or a small group decide. Democratic Reason thus establishes the superiority of democracy as a way of making decisions for the common good.

Democracy. --- Democracy --- Majorities. --- Philosophy. --- Elections --- Representative government and representation --- Voting --- Minorities --- Self-government --- Political science --- Equality --- Republics --- Majorities --- Philosophy --- E-books --- Arrow's Impossibility Theorem. --- Condorcet Jury Theorem. --- Miracle of Aggregation. --- authoritarian objection. --- cognitive artifacts. --- cognitive diversity. --- collective decision making. --- collective decision. --- collective intelligence. --- collective prediction. --- contemporary democratic theory. --- counters. --- critical literature survey. --- crowdsourcing. --- deliberation. --- democracy. --- democratic decision making. --- democratic deliberation. --- democratic institutions. --- democratic intelligence. --- democratic norms. --- democratic politics. --- democratic reason. --- democratic theory. --- democratic unreason. --- descriptive representation. --- dialogical deliberation. --- doctrinal paradox. --- dumb many. --- elected enlightened. --- epistemic democracy. --- epistemic failures. --- epistemic improvements. --- epistemic performance. --- fact. --- group polarization. --- human decision making. --- inclusive deliberation. --- incompetent multitude. --- individual decision making. --- individual reason. --- informational free riding. --- judgment aggregation. --- majority rule. --- maze. --- metaethical views. --- political cognitivism. --- political incompetence. --- politics. --- random lotteries. --- social cognitive artifacts. --- systematic biases. --- talkers. --- theory of reasoning. --- transformative epistemic properties. --- value. --- voting paradox. --- voting.