000			01998 a2200289 4500
001			1138284823
005			20250317100353.0
008			250312042016GB eng
020			_a9781138284821
037			_bTaylor & Francis _cGBP 46.99 _fBB
040			_a01
041			_aeng
072	7		_aJNA _2thema
072	7		_aQD _2thema
072	7		_aJNA _2bic
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072	7		_aEDU000000 _2bisac
072	7		_aEDU040000 _2bisac
072	7		_a370.1 _2bisac
100	1		_aW. John Morgan
245	1	0	_aBuber and Education _bDialogue as conflict resolution
250			_a1
260			_aOxford _bRoutledge _c20161107
300			_a178 p
520			_bMartin Buber (1878-1965) is considered one of the 20th century’s greatest thinkers and his contributions to philosophy, theology and education are testimony to this. His thought is founded on the idea that people are capable of two kinds of relations, namely I-Thou and I-It , emphasising the centrality of dialogue in all spheres of human life. For this reason, Buber is considered by many to be the philosopher of dialogue par excellence. After Buber’s death the appreciation of his considerable legacy to the various disciplines in which he had worked became rather muted, but was never completely forgotten. There is now a renewed and growing interest in Buber’s thought, especially in his philosophy of education. This book brings together aspects of Buber’s philosophy and educational practice, and explains their significance for peace dialogue and for conflict resolution, both between individuals and communities. Buber's philosophy of dialogue and views on education are pivotal in demonstrating the personal and social benefits of dialogical education as well as the dangers of non-dialogical education. The book will be valuable reading for academics, researchers and postgraduate students interested in Martin Buber, education, peace dialogue and conflict resolution.
700	1		_aAlexandre Guilherme _4A01
999			_c323 _d323