Del i serien SUNY series, The Philosophy of Education

Education, Modernity, and Fractured Meaning

Toward A Process Theory of Teaching and Learning

Häftad, Engelska, 1989

479 kr

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An indictment of the ideology of modernity, which has resulted in our leading incoherent and fragmented lives, Oliver and Gershman's book explores the profound paradigmatic differences that exist among the world's people and describes a rich theory of knowing and being, commonly called "process philosophy." The promise of process philosophy is in its potential to allow us to participate more fully in the flow of all of time and nature. But what does it mean for a teacher and student in the learning situation to have a process point of view? The authors also discuss many of the various implications in regard to language, space, power relationships, and time as they place process philosophy in the educational context.

Produktinformation

Utgivningsdatum1989-08-03
Mått140 x 216 x 25 mm
Vikt318 g
FormatHäftad
SpråkEngelska
SerieSUNY series, The Philosophy of Education
Antal sidor268
FörlagState University of New York Press
ISBN9780887069420

Tillhör följande kategorier

Pedagogisk teori och filosofi inom Psykologi och pedagogik

Part One. Modernity Introduction and Overview1. Prologue and Introduction2. Modernity, Fragmentation, and Cultural BalancePart Two. Cosmology Introduction and Overview3. Categories of the Whole4. Cosmology5. Cosmology as CurriculumPart Three. Process Cosmology Introduction and Overview6. From Scientific Modernity Toward a Process Universe7. Whitehead's Process Cosmology8. The Moral Basis of Process Education: Intimacy, Intensity, and BalancePart Four. Process and Education Introduction and Overview9. Teaching and Learning Within the Occasion: Notes on Process Education10. The Current Context of Process EducationNotes Index

"...A splendid contribution to philosophy of education, a book with revolutionary implications. The book identifies a pervasive problem with most contemporary education: its discrete functionalism deriving from the philosophy and culture of modernity. Rather than engage in a dialectical negation of modernity, as so-called 'post-modern' thinkers do, it proposes and fleshes out an independent alternative—process education." — Robert Cummings Neville"It is motivated by a desire to nurture human community and is notably insightful, daring, and intriguing." — Philip L. Smith