Reconceptualizing Plato’s Socrates at the Limit of Education

A Socratic Curriculum Grounded in Finite Human Transcendence

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula, Aims & Objectives
Cover of the book Reconceptualizing Plato’s Socrates at the Limit of Education by James M. Magrini, Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: James M. Magrini ISBN: 9781134994441
Publisher: Taylor and Francis Publication: November 25, 2016
Imprint: Routledge Language: English
Author: James M. Magrini
ISBN: 9781134994441
Publisher: Taylor and Francis
Publication: November 25, 2016
Imprint: Routledge
Language: English

Bridging the gap between interpretations of "Third Way" Platonic scholarship and "phenomenological-ontological" scholarship, this book argues for a unique ontological-hermeneutic interpretation of Plato and Plato’s Socrates. Reconceptualizing Plato’s Socrates at the Limit of Education offers a re-reading of Plato and Plato’s Socrates in terms of interpreting the practice of education as care for the soul through the conceptual lenses of phenomenology, philosophical hermeneutics, and ontological inquiry.

Magrini contrasts his re-reading with the views of Plato and Plato’s Socrates that dominate contemporary education, which, for the most part, emerge through the rigid and reductive categorization of Plato as both a "realist" and "idealist" in philosophical foundations texts (teacher education programs). This view also presents what he terms the questionable "Socrates-as-teacher" model, which grounds such contemporary educational movements as the Paideia Project, which claims to incorporate, through a "scripted-curriculum" with "Socratic lesson plans," the so-called "Socratic Method" into the Common Core State Standards Curriculum as a "technical" skill that can be taught and learned as part of the students’ "critical thinking" skills. After a careful reading incorporating what might be termed a "Third Way" of reading Plato and Plato’s Socrates, following scholars from the Continental tradition, Magrini concludes that a so-called "Socratic education" would be nearly impossible to achieve and enact in the current educational milieu of standardization or neo-Taylorism (Social Efficiency). However, despite this, he argues in the affirmative that there is much educators can and must learn from this "non-doctrinal" re-reading and re-characterization of Plato and Plato’s Socrates.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Bridging the gap between interpretations of "Third Way" Platonic scholarship and "phenomenological-ontological" scholarship, this book argues for a unique ontological-hermeneutic interpretation of Plato and Plato’s Socrates. Reconceptualizing Plato’s Socrates at the Limit of Education offers a re-reading of Plato and Plato’s Socrates in terms of interpreting the practice of education as care for the soul through the conceptual lenses of phenomenology, philosophical hermeneutics, and ontological inquiry.

Magrini contrasts his re-reading with the views of Plato and Plato’s Socrates that dominate contemporary education, which, for the most part, emerge through the rigid and reductive categorization of Plato as both a "realist" and "idealist" in philosophical foundations texts (teacher education programs). This view also presents what he terms the questionable "Socrates-as-teacher" model, which grounds such contemporary educational movements as the Paideia Project, which claims to incorporate, through a "scripted-curriculum" with "Socratic lesson plans," the so-called "Socratic Method" into the Common Core State Standards Curriculum as a "technical" skill that can be taught and learned as part of the students’ "critical thinking" skills. After a careful reading incorporating what might be termed a "Third Way" of reading Plato and Plato’s Socrates, following scholars from the Continental tradition, Magrini concludes that a so-called "Socratic education" would be nearly impossible to achieve and enact in the current educational milieu of standardization or neo-Taylorism (Social Efficiency). However, despite this, he argues in the affirmative that there is much educators can and must learn from this "non-doctrinal" re-reading and re-characterization of Plato and Plato’s Socrates.

More books from Taylor and Francis

Cover of the book Origins of Mass Communications Research During the American Cold War by James M. Magrini
Cover of the book God of Salvation by James M. Magrini
Cover of the book The Routledge Companion to the Crusades by James M. Magrini
Cover of the book Language Life in Japan by James M. Magrini
Cover of the book Crime in the Professions by James M. Magrini
Cover of the book From Inkmarks to Ideas by James M. Magrini
Cover of the book CIM Coursebook: Managing Marketing by James M. Magrini
Cover of the book Balancing Principles for Teaching Elementary Reading by James M. Magrini
Cover of the book Reconsidering Inclusion by James M. Magrini
Cover of the book Great Depression and the Middle Class by James M. Magrini
Cover of the book Feminine Figurae by James M. Magrini
Cover of the book Rural-Urban Interaction in the Developing World by James M. Magrini
Cover of the book The Life of Wiliam Pitt Earl of Chatham by James M. Magrini
Cover of the book The Making of the Second World War by James M. Magrini
Cover of the book Greening the Economy by James M. Magrini
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy