List of figures

List of tables

About the Author

Preface

Acknowledgements

Dedication: John Dewey

Poem: Intellect

PART I: Looking Backwards, Looking Forwards

1. Materialism and Dialectics

2. Science and Humanities as Praxis

3. Intersubjective Praxis

4. Living with Ethical Conduct

PART II: Looking Inwards, Looking Outwards

5. Subjectification: How We Are

6. Thinking about Consciousness

7. Language, Thought and Creativity

8. Thinking in Social and Technological Environments

PART III: Looking to the Earth, Looking to the Sky

9. Indigenous Philosophy and Knowledge

10. Feminism and Education

11. Bricolage: Practitioner Knowledge and Research

12. Dialectics of Democracy, Citizenry, Knowing: A Letter to Those Who Would Act and Teach

References

Index

Dr Neil Hooley is an Honorary Fellow in the College of Arts and Education, Victoria University Melbourne. He has interests in Democracy and Social Justice, Philosophy of Education, Pragmatism, Critical Theory and Action Research. He supports recognition, respect and reconciliation between the Indigenous and non-Indigenous peoples of Australia.

Dialectics of Knowing in Education strengthens the philosophical basis of formal education that has been weakened by neoliberalism over the past 30 years. It theorises and encourages human existence based on social action, culture, inquiry and creativity so that citizens in democratic association can formulate their own understandings of the world and be their own philosophers of practice.
Under neoliberal capitalism, formal education has become a key economic driver and factor for all countries, but has exacerbated social division and inequality. This has led to an increased pressure on education systems to emphasise individual gain and prosperity at the expense of community care and concern. Drawing on the work of Dewey, Mead, Freire and Biesta, the author argues that formal education at all levels must be transformed so that it does not seek to impose knowledge and truth, but situates knowledge as being constructed by democratic learning circles of staff, students and citizens.
Focusing particularly on the notion of praxis and specific issues involving Indigenous, feminist and practitioner knowing, this book will help scholars, practitioners and policy makers to transform their education theories and practices in ways that encourage democracy, emancipation, social action, culture, inquiry and creativity.