Social Pedagogy and the Ethos of Reason: The Foundation of Education in the Platonic Dialogue Nomoi

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Abstract

The Platonic Dialogue Nomoi, as a design of a state of education, is a significant contribution to pedagogical theory. The state of laws is an institution of education for sociality and reason - education through law and law. In his double question of the structures of a new state and the education of the new man for this state, the draft contains a motive for twofold reform: a reform of education and a reform of society through education. The present analysis explains the relationship between law and education, as it is in the lifelong educational biography of the individual. The uncovering of the normative foundations of the design not only shows how the character of education can be read as a process, as a succession of grades and transitions, but also to the extent to which in such a context the ethical legitimation of education in general and its form in education Can only be a provisional one, which is still in danger of proving to be insubstantial.
Translated title of the contributionSocial Pedagogy and the Ethos of Reason: The Foundation of Education in the Platonic Dialogue Nomoi
LanguageGerman
Place of PublicationJena
Number of pages385
Publication statusPublished - 5 Oct 2007

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social pedagogy
dialogue
education
Law
reform of society
course of education
reform
sociality
legitimation

Cite this

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title = "Die P{\"a}dagogik des Sozialen und das Ethos der Vernunft: Die Konstitution der Erziehung im platonischen Dialog Nomoi",
abstract = "The Platonic Dialogue Nomoi, as a design of a state of education, is a significant contribution to pedagogical theory. The state of laws is an institution of education for sociality and reason - education through law and law. In his double question of the structures of a new state and the education of the new man for this state, the draft contains a motive for twofold reform: a reform of education and a reform of society through education. The present analysis explains the relationship between law and education, as it is in the lifelong educational biography of the individual. The uncovering of the normative foundations of the design not only shows how the character of education can be read as a process, as a succession of grades and transitions, but also to the extent to which in such a context the ethical legitimation of education in general and its form in education Can only be a provisional one, which is still in danger of proving to be insubstantial.",
author = "Karsten Kenklies",
year = "2007",
month = "10",
day = "5",
language = "German",
isbn = "978-3938203521",

}

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N2 - The Platonic Dialogue Nomoi, as a design of a state of education, is a significant contribution to pedagogical theory. The state of laws is an institution of education for sociality and reason - education through law and law. In his double question of the structures of a new state and the education of the new man for this state, the draft contains a motive for twofold reform: a reform of education and a reform of society through education. The present analysis explains the relationship between law and education, as it is in the lifelong educational biography of the individual. The uncovering of the normative foundations of the design not only shows how the character of education can be read as a process, as a succession of grades and transitions, but also to the extent to which in such a context the ethical legitimation of education in general and its form in education Can only be a provisional one, which is still in danger of proving to be insubstantial.

AB - The Platonic Dialogue Nomoi, as a design of a state of education, is a significant contribution to pedagogical theory. The state of laws is an institution of education for sociality and reason - education through law and law. In his double question of the structures of a new state and the education of the new man for this state, the draft contains a motive for twofold reform: a reform of education and a reform of society through education. The present analysis explains the relationship between law and education, as it is in the lifelong educational biography of the individual. The uncovering of the normative foundations of the design not only shows how the character of education can be read as a process, as a succession of grades and transitions, but also to the extent to which in such a context the ethical legitimation of education in general and its form in education Can only be a provisional one, which is still in danger of proving to be insubstantial.

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