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"Penelitian ini bertujuan untuk memperoleh informasi mengenai pandangan Richard Rorty tentang realitas, pengetahuan, kebenaran, dan nilai-nilai. Juga, untuk mengetahui relevansi pandangannya mengenai hal-hal tersebut bagi pendidikan; relevansi pandangannya tentang nilai-nilai dan pendidikan bagi persoalan-persoalan aktual dewasa ini, baik yang menyangkut bidang pendidikan, maupun bagi persoalan-persoalan yang timbul akibat perubahan masyarakat dewasa ini.Jenis penelitian yang digunakan adalah penelitian kepustakaan yang bercorak kefilsafatan, yakni dengan mengkaji pustaka yang tersedia, baik yang menyangkut pandangan Richard Rorty sendiri, maupun mengenai relevansinya bagi pendidikan dan persoalan-persoalan aktual dewasa ini. Metode yang digunakan untuk memahami karya-karya tersebut adalah metode hermeneutik termasuk di dalamnya metode analisis-sintesis, dengan pendekatan kritis-reflektif.Hasil penelitian menunjukkan bahwa apa yang disebut realitas menurut Rorty, adalah hal-hal yang dipercakapkan dari yang rill sampai yang fiktif. Pengetahuan dipahami sebagai bahan percakapan atau masalah praktek sosial. Juga, dipahami sebagai bahan untuk memperoleh kebiasaan bertindak dalam rangka menguasai realitas. Kebenaran dipahami sebagai ?apa yang baik bagi kita, kita percayai?. Juga, dipahami sebagai adanya koherensi antara pernyataan yang satu dan pernyataan lainnya. Menurutnya, kebenaran konsensus juga sangat dimungkinkan pada akhir pembicaraan. Dia mengembangkan dua nilai sekaligus, yakni: 'kreasi-diri' dan 'solidaritas manusia'. Pandangannya tentang realitas, pengetahuan, kebenaran dan nilai-nilai relevan bagi pendidikan, karena dalam proses pendidikan, keempat hal tersebut sangat dibutuhkan. Pandangannya tentang nilai-nilai dan pendidikan relevan bagi permasalahan pendidikan dewasa ini, khususnya mengenai empat pilar pendidikan yang fundamental yakni: 'learning to know', 'learning to do', 'learning to be', dan 'learning to live together'. Tiga pilar pertama relevan dengan nilai 'kreasi-diri' dan pilar yang keempat relevan dengan nilai 'solidaritas manusia'. Pandangannya tentang nilai-nilai dan pendidikan juga relevan persoalan-persoalan aktual dewasa ini seperti: masyarakat teknologis, lingkungan hidup, feminisme, dan fundamentalisme religius.

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Richard Rorty's Newpractism View And Its Relevance For EducationThis study is aimed to obtain information concerning Richard Rorty's view on reality, knowledge, truth and values. It is also to know the relevance of his view on the mentioned things for education; the relevance of his view on values and education for today's actual problems, the problems are either pertinent to educational area or problems arised as the results of today's society changes.

The research applied in this study is philosophical-featured library research, that is by reviewing existing literature, either relevant to Richard Rorty's view itself or its relevance to education and today's actual problems. The method used to understand the works is hermeneutical method with includes the analysis-synthesis methods, with critical-reflective approach.

The study results show that what mentioned as reality, according to Rorty, are things discussed from the real ones to fictive. Knowledge is conceived of as a matter of conversation and of social practice. It is also conceived of as a matter of acquiring habits of action for coping with reality. The truth is conceived of as 'what it is good for us to believe'. It is also seen as sentences connected with other sentences. Consensus truth is also allowed in the end of conversation. He developed two values simultaneously namely 'self-creation' and 'human solidarity'. His view on reality, knowledge, truth, and values are relevant to education, as in educational process, the four elements are very needed. His view on values and education are relevant to today's educational issues, especially concerning to fundamental education pillars which are: '].earning to know', 'learning to do', 'learning to be', and 'learning to live together'. The first three pillars are relevant to 'self-creation' value. and the fourth pillar is relevant to `human solidarity' value. His view on values and education are also relevant to today's actual problems such as: society of technology, life environment, feminism, and religious fundamentalism."

"Since the mid-1990s, the term 'foodscapes' has been used. Its reference to landscape opens it up to a wide theoretical variety and numerous methodological approaches. Through the large 'semantic yard' of the concept of landscape it becomes clear that the approach of foodscapes aims less at the description or pure positivistic analysis of the production, distribution and consumption of food, but is rather open to aesthetic approaches, normative questions, aspects of the connection of food and space with meaning. In this respect, research on foodscapes is not simply a part of food geography but reaches beyond it. With this anthology we contribute to the development of the research field on foodscapes and combine diverse perspectives from different disciplines, locations and theoretical as well as methodological backgrounds on the diversity of what foodscapes can be. Our anthology 'Foodscapes - Theory, History, and Current European Examples' is the result of the collaboration of lecturers and students from the universities of Bucharest, Madrid, Rome and Tübingen."