Negotiating Toward Truth: The Extinction of Teachers and Students

Pirmais vāks
Rodopi, 1998 - 168 lappuses
For far too many people for far too many years, schooling has been a debilitating, demoralizing, and ultimately dehumanizing experience. Make-shift, half-hearted, and watered-down reform measures have proved ineffective. Reform throws out the bath water, but keeps the baby. Radicalism recognizes not a baby but a beast lurks in the bath water and throws both out. This dramatic redefinition of schooling examines four models of dynamism as provided by Nietzsche, Whitehead, Dewey, and Freire. Nietzsche's af-firmation of dynamism is marred by his elitism. Whitehead understands that inert cripple schooling. Without dialogue, ideas remain inert. Dewey misunderstands thinking and does not grasp its inherent double movement: toward order and disorder. Freire's pedagogy is transcended, with emphasis on negotiation between prime values. The final chapter expounds a radical pedagogy of dynamism. Miller argues that teaching and learning are not separate acts, but form a continuum. Within the teaching-learning continuum, all participants are spontaneous and receptive and seek to overcome fear of process, ambiguity, and doubt. The key to radical schooling is a pro-active stance toward creativity that allows for a dynamic integration of difference in dialogue. Negotiating Toward Truth is a call to arms for all educators. The book asks us to look closely what is in the bath water and to have the courage to throw the beast out with the bath water.
 

Saturs

Foreword
11
The Theme of Silence
5
Revaluation and Becoming
22
Inert Ideas
28
Imagination and Holism
36
Uniqueness and Diversity
44
FOUR Freires Radicalism
53
Fear of Freedom
60
Conscience
120
Peace
123
Differences and Indifference
124
Spontaneity
131
Error
133
OpenMindedness
134
Common Sense
135
Suspension of Judgment
137

Against Themselves
61
Dialogue Verbalisms and Naming the World
76
Subjectivity and Objectivity
82
FIVE A Radical Pedagogic Creed of Dynamism
93
Rooting and Uprooting
99
Commitment
105
Philosophy as Intellectual Promiscuity
111
Genuine and False Hope
116
Alienation
117
Freedom and Dynamism
138
Affirmation of Dynamism
139
Radicalism
140
Epilogue
145
Notes
151
Bibliography
157
About the Author
159
57
161
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6. lappuse - Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students.

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