標(biāo)題: Titlebook: Democratic Education and Muslim Philosophy; Interfacing Muslim a Nuraan Davids,Yusef Waghid Book 2019 The Editor(s) (if applicable) and The [打印本頁] 作者: 重要 時(shí)間: 2025-3-21 17:00
書目名稱Democratic Education and Muslim Philosophy影響因子(影響力)
書目名稱Democratic Education and Muslim Philosophy影響因子(影響力)學(xué)科排名
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書目名稱Democratic Education and Muslim Philosophy網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Democratic Education and Muslim Philosophy被引頻次
書目名稱Democratic Education and Muslim Philosophy被引頻次學(xué)科排名
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書目名稱Democratic Education and Muslim Philosophy年度引用學(xué)科排名
書目名稱Democratic Education and Muslim Philosophy讀者反饋
書目名稱Democratic Education and Muslim Philosophy讀者反饋學(xué)科排名
作者: Horizon 時(shí)間: 2025-3-21 20:55
Democratic Education and Gratitude,. Gratitude, therefore is unconditional, and as such does not imply any reciprocity. Such an idea of gratitude impacts democratic education in a way whereby people engage with one another without the condition of relation.作者: covert 時(shí)間: 2025-3-22 03:46 作者: 蛤肉 時(shí)間: 2025-3-22 06:30 作者: 彎曲道理 時(shí)間: 2025-3-22 11:31
Patrick Delfmann,Michael Hübersffair and the other involving the prohibition of ‘black languages and hair’ in South African schools. We argue that it would be unjustifiable to delink democratic education from rational articulations and rearticulations and emotional will formation.作者: condemn 時(shí)間: 2025-3-22 16:40 作者: condemn 時(shí)間: 2025-3-22 20:56 作者: 轉(zhuǎn)折點(diǎn) 時(shí)間: 2025-3-22 21:54 作者: THROB 時(shí)間: 2025-3-23 03:58
exist on a spectrum.Draws together Muslim scholarship and pThis book examines how democratic education is conceptualised by exploring understandings of emotions in learning. The authors argue that emotion is both an embodiment and enhancement of democratic education: that rationality and emotion ar作者: mendacity 時(shí)間: 2025-3-23 06:22
Book 2019nna) and Fazlur Rahman to offer an enriched and expanded notion of democratic education. This engaging and reflective work will be of interest and value to students and scholars of educational philosophy and cultural studies.?.作者: assail 時(shí)間: 2025-3-23 09:57 作者: 我沒有命令 時(shí)間: 2025-3-23 13:57
Weiterer Verlauf der Untersuchungr belligerence and distress allow them to speak their minds without being silenced even when their views are provocative and dissenting. Through speech participants disturb doubts about the claims being proffered and collectively strive together to achieve conciliation when rival positions are taken into perspective.作者: upstart 時(shí)間: 2025-3-23 21:58
Dieter Ahlert,Heiner Evanschitzkyemocratic human encounters is that such encounters cannot be blind to the physical–intellectual and the emotional aspects of human life. Rather, as we argue, expressions of .—that is, to act with refinement and decorum—can advance and enhance democratic encounters, through consciously averting disrespect and dismissiveness.作者: 兩種語言 時(shí)間: 2025-3-23 22:51
https://doi.org/10.1007/978-3-642-18578-6nded for participants engaged in such practices to remain in potentiality. Likewise, Rahman’s cooperative view of . accentuates the need to include all people engaged about matters of public concern—most notably, those voices, who might be in disagreement, and who would be most likely to be excluded from any consultation and participation.作者: 有法律效應(yīng) 時(shí)間: 2025-3-24 05:02
Belligerence and Distress as Emotions in Democratic Education,r belligerence and distress allow them to speak their minds without being silenced even when their views are provocative and dissenting. Through speech participants disturb doubts about the claims being proffered and collectively strive together to achieve conciliation when rival positions are taken into perspective.作者: uncertain 時(shí)間: 2025-3-24 10:16 作者: 燕麥 時(shí)間: 2025-3-24 13:56
,Fazlur Rahman’s Notion of , and Its Implications for Democratic Education,nded for participants engaged in such practices to remain in potentiality. Likewise, Rahman’s cooperative view of . accentuates the need to include all people engaged about matters of public concern—most notably, those voices, who might be in disagreement, and who would be most likely to be excluded from any consultation and participation.作者: thwart 時(shí)間: 2025-3-24 15:22 作者: PTCA635 時(shí)間: 2025-3-24 20:34 作者: 費(fèi)解 時(shí)間: 2025-3-24 23:19 作者: 節(jié)省 時(shí)間: 2025-3-25 05:24
Patrick Delfmann,Michael Hübersducation. We posit that the premise of democratic iterations is not to alter the normative validity of practical discourses, but to determine the legitimacy of particular processes of opinion and will formation. In this regard, we focus on two examples: one commonly referred to as the French scarf a作者: 自傳 時(shí)間: 2025-3-25 08:23
Ver?nderungen der Nachfragestrukturher it might be plausible to consider gratitude as a moral obligation, a social convention or a political obligation in relation to the state. By leaning on Derrida’s conception of friendship, we argue that gratitude cannot be gratitude, if it is not extended spontaneously and without any obligation作者: Mitigate 時(shí)間: 2025-3-25 13:56
Weiterer Verlauf der Untersuchungnable persons engage deliberatively with one another, they invariably draw on their emotions as they endeavour to reason together. Yet, when reasonable people engage openly and freely they take responsibility for one another’s views. Even when they are provoked by the emotions of distress and bellig作者: monopoly 時(shí)間: 2025-3-25 19:07 作者: 灌溉 時(shí)間: 2025-3-25 21:56 作者: 處理 時(shí)間: 2025-3-26 01:21 作者: 逃避系列單詞 時(shí)間: 2025-3-26 07:53 作者: outrage 時(shí)間: 2025-3-26 10:48
https://doi.org/10.1007/978-3-642-18578-6w that . is as necessary in matters of political governance as it is between spouses in relation to the rearing of their children. Thereafter, we examine some of the implications of Rahman’s elucidation of . for democratic education. Democratic education should remain open-ended and inconclusive as 作者: 背景 時(shí)間: 2025-3-26 13:31
Jürgen Fiege,Marc Zinkler,Daniel Busse practice is the notion that people are not just open and reflective about the human relations in becoming—that is, relations of cooperation, coexistence and recognition of one another. Also, what Iqbal’s exposition of the practice of . encourages are forms of living whereby people become deeply (i.作者: 比賽用背帶 時(shí)間: 2025-3-26 18:25 作者: 里程碑 時(shí)間: 2025-3-26 22:10 作者: 讓你明白 時(shí)間: 2025-3-27 02:36 作者: ELUDE 時(shí)間: 2025-3-27 07:22 作者: 束以馬具 時(shí)間: 2025-3-27 12:15 作者: Enervate 時(shí)間: 2025-3-27 13:53 作者: 滋養(yǎng) 時(shí)間: 2025-3-27 21:47
Benjamin Knoke M. Sc.,Klaus-Dieter Thobeneducation is the notion of deliberative freedom: to act with deliberative rationality, and to pursue one’s engagement with others on the basis of an emotive freedom, that enhances the possibility for co-learning and ethical judgement of a rational and emotive kind.作者: 里程碑 時(shí)間: 2025-3-28 01:13 作者: 恩惠 時(shí)間: 2025-3-28 04:07 作者: meretricious 時(shí)間: 2025-3-28 07:16
Democratic Education and Deliberative Freedom: A Defence of Co-learning,tation the argument that an individual’s freedom to act autonomously, without any interference or constraint, can ever be the case, if one considers, that an individual’s action is always in relation to others, and hence, always conditional. We draw on Gutmann’s (., Princeton University Press, 1987)作者: Lipoprotein(A) 時(shí)間: 2025-3-28 13:06 作者: 最低點(diǎn) 時(shí)間: 2025-3-28 14:38
Democratic Education and Gratitude,her it might be plausible to consider gratitude as a moral obligation, a social convention or a political obligation in relation to the state. By leaning on Derrida’s conception of friendship, we argue that gratitude cannot be gratitude, if it is not extended spontaneously and without any obligation作者: Entreaty 時(shí)間: 2025-3-28 20:22 作者: 的’ 時(shí)間: 2025-3-29 01:25 作者: BUDGE 時(shí)間: 2025-3-29 07:02
and Democratic Education,e to the seminal thoughts of al-Attas, we argue that educational human encounters are constituted by the rational and the emotional dimensions of human action. Of pertinence to our non-bifurcationist view of knowledge, our contention is that human encounters about credible speech and respectful huma作者: indubitable 時(shí)間: 2025-3-29 07:44
,Ibn al-Arabi’s Idea of , (the Perfect Human) and Democratic Education,lamic philosophy. In drawing on his depiction of the ‘perfect man’ or the ‘perfect human’, we show that it is through the imagination that human beings might come to know God, and hence, come to self-realisation. Coming to self-realisation implies that human beings take account of their own . [right作者: 污點(diǎn) 時(shí)間: 2025-3-29 12:48
,Ibn Sina’s Notion of Intuition and Claims of Democratic Education,s conceptions of knowledge and intuition [.]—highlighting that to Ibn Sina, human beings do not only come into this world without any innate knowledge but, indeed, have the potentiality to come to their own ways of seeing themselves, others and the world around them, through their own experiences. B作者: 噴出 時(shí)間: 2025-3-29 16:05
