Philosophy and allotment : John Locke's influence on Henry L. Dawes
- 作者： Bergeron, David, author.
- 其他作者：
- 其他題名：
- SpringerBriefs in history of science and technology.
- 出版： Cham : Springer International Publishing :Imprint: Springer
- 叢書名： SpringerBriefs in history of science and technology,
- 主題： Dawes, Henry L. (Henry Laurens), 1816-1903. , Locke, John, 1632-1704. , Political science--Philosophy--History--19th century. , History of Philosophy. , Humanities and Social Sciences, multidisciplinary. , US History. , Educational Philosophy.
- ISBN： 9783030381745 (electronic bk.) 、 9783030381738 (paper)
-
FIND@SFXID:
CGU
- 資料類型: 電子書
- 內容註: Introduction -- Chapter 1. General Thought and Context -- Chapter 2. Locke's Pedagogy and Theory Of Property As A Conceptual Framework -- Chapter 3. Replacing Henry L. Dawes' Policies In Their Conceptual Framework -- Conclusion.
- 摘要註: This book provides a new perspective for examining the Native policies of the late nineteenth century. It centers on the figure of Henry Laurens Dawes, and more specifically, on the conceptual roots of his views on allotment, education and assimilation. These roots are grounded in John Locke's epistemology and pedagogy. Through a philosophical analysis of Dawes' ideas and policies, the book provides a new approach to arrive at a better understanding of an important historical process. In this regard, an often-overlooked link between philosophy and history is clarified, helping philosophers, historians and other scholars in their quest for knowledge. This book clarifies the impact of philosophical ideas on historical conceptions, and by studying Dawes, also addresses the reflection behind a major historical process. Political and social philosophers, as well as historians of ideas and of Native policies, will greatly benefit from this concise book.
-
讀者標籤：
- 系統號： 005481027 | 機讀編目格式
館藏資訊
This book provides a new perspective for examining the Native policies of the late nineteenth century. It centers on the figure of Henry Laurens Dawes, and more specifically, on the conceptual roots of his views on allotment, education and assimilation. These roots are grounded in John Locke’s epistemology and pedagogy. Through a philosophical analysis of Dawes’ ideas and policies, the book provides a new approach to arrive at a better understanding of an important historical process. In this regard, an often-overlooked link between philosophy and history is clarified, helping philosophers, historians and other scholars in their quest for knowledge. This book clarifies the impact of philosophical ideas on historical conceptions, and by studying Dawes, also addresses the reflection behind a major historical process. Political and social philosophers, as well as historians of ideas and of Native policies, will greatly benefit from this concise book.