|
Rethinking Secularization: Philosophy and the Prophecy of a Secular Age
Editor: Herbert De Vriese and Gary Gabor
Date Of Publication: Aug 2009
Isbn13: 978-1-4438-1008-1
Isbn: 1-4438-1008-8
Rethinking Secularization: Philosophy and the Prophecy of a Secular Age provides a philosophical appraisal of secularization in light of the recent re-emergence of religion in the public sphere. It explores the adequacy of classical theories of secularization, and, rooted in historical and conceptual analysis, what might be offered in their place today. Responding to the once dominant theories of a global, world-historical emancipation from an inherited religious past to a modern secular age, the volume also considers the extent to which philosophy itself has inspired and nourished such prophecies. As a result, a more sophisticated view of secularization emerges, both more interesting and complex than the simple linear process it is often thought to be. From the conceptual origins of secularity in the writings of Saints Augustine and Thomas Aquinas to the contemporary secularization theories of Hans Blumenberg, Marcel Gauchet, and Charles Taylor, Rethinking Secularization considers philosophy’s own relationship to the concept of secularization. It reflects the trend in contemporary philosophy to rethink the relation between religion and modernity, and includes systematic contributions to the debate. The book would appeal to a wide range of readers in philosophy, sociology, religious studies, and intellectual history.
HERBERT DE VRIESE is assistant and PhD candidate in philosophy at the University of Antwerp. His main fields of interest are critique of metaphysics and philosophy of culture, with a focus on nineteenth-century German philosophy, particularly Young Hegelianism. He is co-editor of 1830-1848. The End of Metaphysics as a Transformation of Culture (Leuven: Peeters, 2003) and The Reason of Terror. Philosophical Responses to Terrorism (Leuven: Peeters, 2006). Currently he is preparing a dissertation on the phenomenon of ‘pure criticism’ within Young Hegelianism.
GARY GABOR is a PhD candidate in philosophy at Fordham University. His main field of research is ancient philosophy. He has previously published on Aristotle and Lucretius and presented on topics including the history of Neoplatonism, logic, and natural reason in medieval poetry. He is currently preparing a dissertation on Neoplatonic logic in the Aristotelian commentators, and will be preparing an English translation of Boethius’s commentary on Porphyry’s Isagoge as a Fulbright scholar at the University of Leuven (2009-10).
Price Uk Gbp: 49.99
Price Us Usd: 74.99
Sample pdf (including Table of Contents)
|
|
|
|
|
From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
|
|
Read more...
|
|
|
|
