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Sartre’s Second Century
Editor: Benedict O’Donohoe and Roy Elveton
Date Of Publication: Feb 2009
Isbn13: 978-1-4438-0161-4
Isbn: 1-4438-0161-5
Sartre's Second Century reflects the richness of Sartre's vision of the human condition, the diversity of the means he employed in grappling with it, and the lengthy trajectory of his itinerary, in a variety of wider cultural perspectives. The centenary of Sartre's birth in 2005 was the primary occasion for many of the essays included in this volume. Hosted by the UK or North American Sartre Societies, contributors participating in Sartre's centennial celebrations were asked to address the central themes and overall development of his life and thought. As the present collection shows, the attempt to present Sartre in a retrospective light also provides a basis for assessing the relevance of his work for the new century.
Benedict O'Donohoe took his degrees at the University of Oxford and is now Head of Modern Languages at the University of Sussex. He has published extensively in the UK, France, Canada, Japan, the USA and Australia, including a monograph, Sartre's Theatre: Acts for Life, and a critical edition of the screenplay, Les Jeux sont faits. He has also given numerous papers at conferences in UK, Europe, North America and Japan, and is currently President of the UK Sartre Society and Reviews Editor of the journal Sartre Studies International.
Roy Elveton is Maxine H. and Winston R. Wallin Professor of Philosophy and Cognitive Science at Carleton College. He has published The Phenomenology of Husserl (Noesis Press) and edited Educating for Participatory Democracy: Paradoxes in Globalizing Logic (Hampton Press). He is also the the author of numerous articles on Husserl, phenomenology, phenomenology of language, Nietzsche and cognitive science.
Price Uk Gbp: 39.99
Price Us Usd: 59.99
Sample pdf (including Table of Contents)
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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
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