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The Development from Kant to Hegel
Author: Andrew Seth
Date Of Publication: Jan 2002
Isbn13: 9781904303152
Isbn: 1-904303-15-3
The work is an important contribution to the study of German philosophy in the English speaking world. The first of two parts, the main core of Seth’s analyses of the works of Kant, Fichte, Schelling, and Hegel, was written in the summer of 1880 while the author was a Hibbert Travelling Scholar. The second part, a philosophy of religion, as this is derived from the conclusions of the first part, was written at the request of the Trustees. As the author declares in his preface to the 1882 edition, he restricts his attention to “the fundamental metaphysical position” occupied by the four thinkers. Fichte is given especially careful consideration, and a number of works by each of the philosophers that, at the time of writing, had been neglected, have been thoroughly scrutinised. It can quite fairly be said that Andrew Seth’s work played an important role in the formation of British idealism and its focus on German idealists such as the one’s under consideration here. But this role aside, the work is a brilliant analysis of German thought that will appeal even to the readers of today.
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Price Uk Gbp: 24.95
Price Us Usd: 37.99
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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