| Description |
1 online resource (ix, 197 pages) |
| Series |
Routledge international studies in the philosophy of education |
| Contents |
Chapter Introduction -- part PART I The identity of education as a practice -- chapter 1 The harnessing of learning: Older and newer reins -- chapter 2 Overcoming a post-modern debility -- chapter 3 The integrity of educational practice -- chapter 4 Disclosing educational practice from the inside -- chapter 5 Opening Delphi -- chapter 6 Eros, inclusion, and care in teaching and learning -- part PART II Educational forms of understanding and action -- chapter 7 Understanding in human experience and in learning -- chapter 8 Cultural tradition and educational experience -- chapter 9 Giving voice to the text -- chapter 10 Neither born nor made: The education of teachers -- chapter 11 The new significance of learning -- chapter 12 Imagination's heartwork |
| Summary |
Should education be understood mainly as a practice in its own right, or is it essentially a subordinate affair to be shaped and controlled by a society's powers-that-be?What difference does it make if students are chiefly viewed as recipients of a set of skills and knowledge, or as active participants in their own learning? Does education have a responsibility in cultivating humanity's maturity, or are its purposes to be effectively matched to the functional requirements of a globalized age? The New Significance of Learning explores these and other high-stakes questions. It challenges hierarchical and custodial conceptions of education that have been inherited as the 'natural order' of things. It discloses a more original and imaginative understanding of educational practice, illustrating this understanding with frequent practical examples. Among the merits highlighted by this approach are: a recognition that education is first and foremost an invitation to join a renewed experience of quest and disclosure;a realisation that taking up and pursuing such an invitation is a basic right, as distinct from a privilege to be bestowed or withheld; an awareness of the decisive importance of specific kinds relationships in practices of teaching and learning;an emphasis on the human qualities as well as the intellectual achievements nourished by dedicated communities of learning;an acknowledgement of partiality - of incompleteness and bias - in even the best of humankind's learning efforts;the emergence of a distinctive ethical orientation for education as a practice in its own right |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Print version record |
| Subject |
Education -- Philosophy.
|
|
Education -- History.
|
|
EDUCATION -- Philosophy & Social Aspects.
|
|
Education
|
|
Education -- Philosophy
|
| Genre/Form |
Electronic books
|
|
History
|
| Form |
Electronic book
|
| ISBN |
9780203864487 |
|
0203864484 |
|
0415549671 |
|
9780415549677 |
|
