Contra Aquam Remigare: Reimagining Humanistic Paideia through Comparative-Historical Analysis of Education

Autor/in	Roussakis, Yiannis
Titel	Contra Aquam Remigare: Reimagining Humanistic Paideia through Comparative-Historical Analysis of Education
Quelle	In: European Education, 50 (2018) 2, S.119-133 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-4934
DOI	10.1080/10564934.2018.1455515
Schlagwörter	Comparative Education; Educational History; Educational Philosophy; Humanism; Social Sciences; Educational Research; Social Problems; Political Issues; Ethics + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; History of education; Bildungsgeschichte; Bildungsphilosophie; Erziehungsphilosophie; Humanismus; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Bildungsforschung; Pädagogische Forschung; Social problem; Soziales Problem; Politischer Faktor; Ethik
Abstract	This article attempts a reading of Andreas M. Kazamias's work and method as a persistent and firmly grounded attempt to "go against the tide" of an empirical/instrumentalist comparative education and toward a "modernist 'episteme.'" Kazamias has been explicitly critical of the social-scientific-cum-positivist comparative education, while at the same time acknowledging the limitations of the traditional historical-philosophical-humanistic approach. His "revisionist" comparative-historical analysis seeks to combine history with social science toward an "anthropocentric" comparative education, "concerned with the great problems--political, social but also ethical--which 'mankind' faces." Consistent with his rejection of instrumental/"techno-scientific" approaches to comparative education, Kazamias argues for a promethean humanistic education (i.e., "paideia," liberal education, "culture générale," "bildung") cultivating the soul and the mind, aiming at both the Platonic/Socratic psyche and the Aristotelian phronesis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01