Negotiating Toward Truth: The Extinction of Teachers and StudentsRodopi, 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
1 | |
5 | |
Revaluation and Becoming | 22 |
Freedom and Discipline | 33 |
THREE Upgrading Dewey | 39 |
Teaching as Imposition | 45 |
Against Themselves | 61 |
Compartmentalization and Holism | 80 |
Spontaneity | 131 |
Error | 133 |
OpenMindedness | 134 |
Common Sense | 135 |
Suspension of Judgment | 137 |
Freedom and Dynamism | 138 |
Affirmation of Dynamism | 139 |
Radicalism | 140 |
FIVE A Radical Pedagogic Creed of Dynamism | 93 |
39 | 95 |
Rooting and Uprooting | 99 |
Commitment | 105 |
Genuine and False Hope | 116 |
Alienation | 117 |
Conscience | 120 |
Peace | 123 |
Differences and Indifference | 124 |
Epilogue | 145 |
Notes | 151 |
44 | 155 |
157 | |
About the Author | 159 |
95 | 161 |
Primitive Credulity | 163 |
Triviality | 168 |
Citi izdevumi - Skatīt visu
Negotiating Toward Truth: The Extinction of Teachers and Students George David Miller Ierobežota priekšskatīšana - 1998 |
Negotiating Toward Truth: The Extinction of Teachers and Students George David Miller Priekšskatījums nav pieejams - 1998 |
Bieži izmantoti vārdi un frāzes
abstract action aesthetic affirmation Alfred North Whitehead alienation ambiguity arise banking concept becoming believe classroom commitment common sense Compartmentalized concept of education conscientização contradictions create critical thinking cultivate David Miller dehumanization dialogue doubt essence faith false generosity fear of freedom fellow-feeling Freire's Friedrich Nietzsche fundamental G.W.F. Hegel George David Miller Hegel holistic hope human Ibid icons ideology indifference inert ideas initiation integration intellectual promiscuity interconnections Jean-Paul Sartre John Dewey knowledge lack Lesbians lives means myth nature negotiation neutron bomb never Nietzsche Nietzsche's object obscene oppressed groups oppressors ourselves Pariahs and Nomads Paulo Freire pedagogy of dynamism person perspectives Phenomenology of Spirit philosophy of education political possible prevent radical pedagogy reality reform relationship reverenced Sartre sectarianism self-consciousness self-determination separacentrism social society spontaneity student-teachers teacher-students thematic universe themes things thought traditional trans transform trust truth Übermensch understanding versus W.E.B. DuBois Walter Kaufmann Whitehead
Populāri fragmenti
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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