Martin 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.
"There emerges, over many pages, a nuanced picture in which dialogue and the tensions of the I-It relationship are at the centre. The book is written in a fresh and unpretentious way, avoiding overcomplicated sentence structures. Consequently, a clear style prevails and the arguments and thoughts are very well explained and developed logically and stringently. The authors show a profound knowledge of Buber’s writings, but this is not obscured by minor detail." - Dr Arnim Kaiser, Weiterbildung Zeitschrift
'[…] Buber's though does not offer us precise advice; rather, it 'points the way' and this is the pathway taken by Morgan and Guilherme. The true value of Buber and Education is its essential reminder that despite practical difficulties, dialogical education is loaded with hope. Morgan and Guilherme recognise that it is through education that we can acheive true peace, which is something radically different from a political ceasefire.' - Yaniv Feller, Revue Diogène - Théories et pratiques de la non-violence
Introduction 1: Buber and His Times 2: Buber, Russell and Lukács: Utopia 3: Buber and Pacifism 4: Buber and Fanon 5: Buber and the Holocaust 6: Buber and Moral Education 7: Buber and Adult Education 8: Buber and Peace in the Middle East 9: Buber and Interculturalism in Brazil. Conclusion
This book series is devoted to the exploration of new directions in the philosophy of education. After the linguistic turn, the cultural turn, and the historical turn, where might we go? Does the future promise a digital turn with a greater return to connectionism, biology and biopolitics based on new understandings of system theory and knowledge ecologies? Does it foreshadow a genuinely alternative radical global turn based on a new openness and interconnectedness? Does it leave humanism behind or will it reengage with the question of the human in new and unprecedented ways? How should philosophy of education reflect new forces of globalization? How can it become less Anglo-centric and develop a greater sensitivity to other traditions, languages, and forms of thinking and writing, including those that are not routed in the canon of Western philosophy but in other traditions that share the ‘love of wisdom’ that characterizes the wide diversity within Western philosophy itself. Can this be done through a turn to intercultural philosophy? To indigenous forms of philosophy and philosophizing? Does it need a post-Wittgensteinian philosophy of education? A postpostmodern philosophy? Or should it perhaps leave the whole construction of 'post'-positions behind?
In addition to the question of the intellectual resources for the future of philosophy of education, what are the issues and concerns that philosophers of education should engage with? How should they position themselves? What is their specific contribution? What kind of intellectual and strategic alliances should they pursue? Should philosophy of education become more global, and if so, what would the shape of that be? Should it become more cosmopolitan or perhaps more decentred? Perhaps most importantly in the digital age, the time of the global knowledge economy that reprofiles education as privatized human capital and simultaneously in terms of an historic openness, is there a philosophy of education that grows out of education itself, out of the concerns for new forms of teaching, studying, learning and speaking that can provide comment on ethical and epistemological configurations of economics and politics of knowledge? Can and should this imply a reconnection with questions of democracy and justice?
This series comprises texts that explore, identify and articulate new directions in the philosophy of education. It aims to build bridges, both geographically and temporally: bridges across different traditions and practices and bridges towards a different future for philosophy of education.