MARC Record from marc_columbia

LEADER: 04161cam a2200577 a 4500
001 7756334
005 20221201030226.0
008 920214t19931993mnu b s001 0 eng
010 $a 92006292
019 $a60082035
020 $a0816619557
020 $a9780816619559
029 1 $aNLGGC$b112941494
029 1 $aYDXCP$b748021
029 1 $aNZ1$b4329246
029 1 $aAU@$b000008910549
035 $a(OCoLC)ocm25412372
035 $a(OCoLC)25412372$z(OCoLC)60082035
035 $a(NNC)7756334
035 $a7756334
040 $aDLC$cDLC$dMUQ$dBAKER$dNLGGC$dBTCTA$dYDXCP$dUKV3G$dNNC$dOrLoB-B
043 $an-us---
050 00 $aLA227.4$b.S64 1993
082 00 $a370.11/2/0973$220
084 $a81.80$2bcl
100 1 $aSpanos, William V.$0http://id.loc.gov/authorities/names/n79055287
245 14 $aThe end of education :$btoward posthumanism /$cWilliam V. Spanos.
260 $aMinneapolis :$bUniversity of Minnesota Press,$c[1993], ©1993.
300 $axxiv, 277 pages ;$c24 cm.
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
490 1 $aPedagogy and cultural practice ;$vv. 1
504 $aIncludes bibliographical references (p. 223-270) and index.
505 00 $g1.$tHumanistic Understanding and the Onto-theo-logical Tradition: The Ideology of Vision -- $g2.$tHumanistic Inquiry and the Politics of the Gaze -- $g3.$tThe Apollonian Investment of Modern Humanist Educational Theory: The Examples of Matthew Arnold, Irving Babbitt, and I. A. Richards -- $g4.$tThe Violence of Disinterestedness: A Genealogy of the Educational "Reform" Initiative in the 1980s -- $g5.$tThe University in the Vietnam Decade: The "Crisis of Command" and the "Refusal of Spontaneous Consent" -- $g6.$tThe Intellectual and the Posthumanist Occasion: Toward a Decentered Paideia.
520 1 $a"In this groundbreaking work, William V. Spanos offers a powerful contribution to the impassioned debates about the crisis of the humanities. Drawing from various discourses of contemporary theory (primarily from Heidegger and Foucault), The End of Education constitutes a deconstruction of the discourse and practice of the modern humanist university. Spanos uses and transforms Heidegger's critique of the centered circle of Being in metaphysical, scientific, and humanist discourses and Foucault's critique of the panoptic gaze of disciplinary society to disclose the interplay between ontology and sociopolitics and between the so-called disinterested pursuit of Truth and the development of an ideological state. Spanos argues that both the left ("liberal") and the right ("conservative") are in complicity in appropriating emergent and different texts and social groups in such a way as to reaffirm the validity of the humanist tradition and thereby the validity of the universalist logic of the project of the Enlightenment that continues to govern our idea of politics and social transformation."--BOOK JACKET.
650 0 $aEducation, Higher$zUnited States$xPhilosophy.$0http://id.loc.gov/authorities/subjects/sh2008118936
650 0 $aHumanism.$0http://id.loc.gov/authorities/subjects/sh85062902
650 0 $aEducation, Humanistic$zUnited States$xHistory$y20th century.
650 0 $aEducation, Higher$xCurricula$zUnited States$xHistory$y20th century.
650 0 $aEducational change$zUnited States$xHistory$y20th century.$0http://id.loc.gov/authorities/subjects/sh2009102597
650 0 $aEducational anthropology$zUnited States.$0http://id.loc.gov/authorities/subjects/sh2008102816
650 6 $aEnseignement supérieur$zÉtats-Unis$xPhilosophie.
650 6 $aHumanisme.
650 6 $aÉducation humaniste$zÉtats-Unis$xHistoire$y20e siècle.
650 6 $aEnseignement supérieur$zÉtats-Unis$xProgrammes d'études$xHistoire$y20e siècle.
650 6 $aEnseignement$xRéforme$zÉtats-Unis$xHistoire$y20e siècle.
650 6 $aAnthropologie et éducation$zÉtats-Unis.
650 17 $aHoger onderwijs.$2gtt
650 17 $aHumaniora.$2gtt
830 0 $aPedagogy and cultural practice ;$vv. 1.$0http://id.loc.gov/authorities/names/n92016695
852 00 $boff,glx$hLA227.4$i.S64 1993