Abstract
Prologue. Why Herbart and Dewey? Part I. Education, Discontinuity, and Transformation: 1. The moral dimension of education 2. The problem of continuity, the need for struggle, the role of tact 3. Discontinuity and educational openings in learning 4. Teaching in the openings of learning 5. Conclusion: morality, democracy, and pluralist society Part II. Teaching and Learning Forgotten?: 6. Revisiting 'learning in-between' and umlernen 7. Pedagogical tact: learning to teach 'in-between' 8. Perfectibility and recognition of the other for education Epilogue. Should teachers think? Re(dis)covering the meaning of philosophy for the education of teachers.
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