I and Thou: The educational lessons of Martin Buber's dialogue with the conflicts of his times

Morgan, W. J. and Guilherme, Alexandre (2012) I and Thou: The educational lessons of Martin Buber's dialogue with the conflicts of his times. Educational Philosophy and Theory, 44 (9). pp. 979-996. ISSN 0013-1857

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Most of what has been written about Buber and education tend to be studies of two kinds: theoretical studies of his philosophical views on education, and specific case studies that aim at putting theory into practice. The perspective taken has always been to hold a dialogue with Buber's works in order to identify and analyse critically Buber's views and, in some cases, to put them into practice; that is, commentators dialogue with the text. In this article our aims are of a different kind. First and fundamentally, we demonstrate the political and social ontological basis of Buber's thought; that is, we show that Buber, the philosopher of dialogue, held an authentic dialogue with his time, and demonstrate that Buber's work, in this case I and Thou, holds a dialogue with its Zeitgeist; that is the text dialogues with its Zeitgeist. This approach leads us to our second aim, which is to demonstrate that Buber's thought remains relevant to our times, particularly when it serves as a dialogical educational tool with which to resolve conflict of all types and to aid dialogue towards peace in inter‐community relations.

Item Type: Article
Additional Information and Comments: This is an Author's Original Manuscript of an article submitted for consideration in Educational Philosophy and Theory [copyright Taylor & Francis]; Educational Philosophy and Theory is available online at http://www.tandfonline.com/doi/abs/10.1111/j.1469-5812.2010.00681.x
Keywords: Martin Buber, philosophy, dialogue, education, conflict resolution
Subjects: L Education > LB Theory and practice of education
Faculty / Department: Faculty of Education > Education Studies
Depositing User: Users 4 not found.
Date Deposited: 10 Mar 2014 08:47
Last Modified: 10 Mar 2014 08:47
URI: https://hira.hope.ac.uk/id/eprint/75

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