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Clifford Mayes - Developing the Whole Student, Inbunden

Inbunden, Engelska, 2020

Developing the Whole Student

New Horizons for Holistic Education

Av Clifford Mayes

1079 kr

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Beskrivning
This book proposes a new way of categorizing curricula in the holistic educational traditional. This is an idea that goes back in the Western tradition at least as far as Plato, and Lao Tzu in the Eastern tradition. It is certainly present in Spinoza and Schopenhauer. It is called a “holarchy”. The idea of a holarchy gives rise to Integrative Curriculum Theory, which, with major modifications, draws on Ken Wilber’s in his evolutionary model of the development of consciousness at personal, cultural and ontological realms. Integrative Curriculum Theory will: 1) Prove a useful addition to the holistic repertoire of systematic and, above all, humane terminologies and “technologies” for making and evaluating specific curricula as well as for theorizing the curriculum at a time when “scientistic,” “technist” and profit-driven views of education have commandeered the podium, policy, and praxis and 2) address some areas of concern that with certain holistic models of education, and 3) address some problems in Wilber’s integral model of psychological, cultural, and spiritual evolution.
Produktinformation
  • Utgivningsdatum: 2020-01-15
  • Mått: 161 x 228 x 23 mm
  • Vikt: 526 g
  • Format: Inbunden
  • Språk: Engelska
  • Antal sidor: 228
  • Förlag: Bloomsbury Publishing Plc
  • ISBN: 9781475855586
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Clifford Mayes, until his recent retirement a full professor of education psychology, is the author of 11 books and almost 40 articles in teaching. This has led to the formation of a school of instructional theory called “archetypal pedagogy,” and Developing the Whole Student takes archetypal pedagogy to new areas of analysis and practice.

Recensioner i media

Introducing a new paradigm with which to explore and improve holistic education, Mayes (formerly, Brigham Young Univ.) provides a challenging and stimulating examination of integrative curriculum, which he contrasts with other ways theorists have addressed essential educational issues. He explores various domains of education, providing fresh perspectives on the process of education for teachers and students. Throughout, there is an implicit and, at times, explicit criticism of our current educational system. Of particular note is the final chapter, which stands out for nicely illustrating the thrust of the author's argument as he reflects on his life as an educator. Written in a very different style than the rest of the book, this section exemplifies the discussion in prior chapters, integrating the perspectives of various psychologists and educators into the overall assessment of where education is currently and where it should be. This book requires a certain level of knowledge and sophisticated understanding of the field of education, but it is well worth the time and effort required to appreciate and benefit from the complex and novel methods presented to approach education. Summing Up: Recommended. Graduate students, faculty, and professionals.

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