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Author: Elana Michelson
Publisher: Routledge
ISBN: 1317485513
Category : Education
Languages : en
Pages : 233
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Book Description
In this wide-ranging book, Elana Michelson invites us to revisit basic understandings of the `experiential learner’. How does experience come to be seen as the basis of knowledge? How do gender, class, and race enter into the ways in which knowledge is valued? What political and cultural belief systems underlie such practices as the assessment of prior learning and the writing of life narratives? Drawing on a range of disciplines, from feminist theory and the politics of knowledge to literary criticism, Michelson argues that particular understandings of `experiential learning’ have been central to modern Western cultures and the power relationships that underlie them. Presented in four parts, this challenging and lively book asks educators of adults to think in new ways about their assumptions, theories, and practices: Part I provides readers with a short history of the notion of experiential learning. Part II brings the insights and concerns of feminist theory to bear on mainstream theories of experiential learning. Part III examines the assessment of prior experiential learning for academic credit and/or professional credentials. Part IV addresses a second pedagogical practice that is ubiquitous in adult learning, namely, the assigning of life narratives. Gender, Experience, and Knowledge in Adult Learning will be of value to scholars and graduate students exploring adult and experiential learning, as well as academics wishing to introduce students to a broad range of feminist, critical-race, materialist and postmodernist thinking in the field.
Author: Elana Michelson
Publisher: Routledge
ISBN: 1317485513
Category : Education
Languages : en
Pages : 233
Get Book Here
Book Description
In this wide-ranging book, Elana Michelson invites us to revisit basic understandings of the `experiential learner’. How does experience come to be seen as the basis of knowledge? How do gender, class, and race enter into the ways in which knowledge is valued? What political and cultural belief systems underlie such practices as the assessment of prior learning and the writing of life narratives? Drawing on a range of disciplines, from feminist theory and the politics of knowledge to literary criticism, Michelson argues that particular understandings of `experiential learning’ have been central to modern Western cultures and the power relationships that underlie them. Presented in four parts, this challenging and lively book asks educators of adults to think in new ways about their assumptions, theories, and practices: Part I provides readers with a short history of the notion of experiential learning. Part II brings the insights and concerns of feminist theory to bear on mainstream theories of experiential learning. Part III examines the assessment of prior experiential learning for academic credit and/or professional credentials. Part IV addresses a second pedagogical practice that is ubiquitous in adult learning, namely, the assigning of life narratives. Gender, Experience, and Knowledge in Adult Learning will be of value to scholars and graduate students exploring adult and experiential learning, as well as academics wishing to introduce students to a broad range of feminist, critical-race, materialist and postmodernist thinking in the field.
Author: John Dewey
Publisher: Simon and Schuster
ISBN: 1416587276
Category : Education
Languages : en
Pages : 62
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Book Description
Experience and Education is the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education (Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.
Author: Michael Polanyi
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: Thomas Stearns Eliot
Publisher: Columbia University Press
ISBN: 9780231071505
Category : Philosophy
Languages : en
Pages : 228
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Book Description
T. S. Elliot left Harvard during his third year of study in the department of philosophy and went to England. Forty-six years later he authorized the publication of his doctoral dissertation. Here we have a reprint of his sympathetic but not entirely uncritical study of the English idealist philosopher F. H. Bradley.
Author: Otto Maduro
Publisher: Fordham Univ Press
ISBN: 0823263061
Category : Religion
Languages : en
Pages : 247
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Book Description
What can theology offer in the context of neoliberalism, globalization, growing inequality, and an ever more ecologically precarious planet that disproportionately affects the poor? This book, by one of the country’s best-known Latino theologians, explores possibilities for liberation from the forces that would impose certain forms of knowledge on our social world to manipulate our experience of identity, power, and justice. Beautifully written in a refreshingly direct and accessible prose, Maduro’s book is nevertheless built upon subtly articulated critiques and insights. But to write a conventional academic tractatus would have run counter to Maduro’s project, which is built on his argument that ignorance is masked in the language of expertise, while true knowledge is dismissed because it is sometimes articulated in pedestrian language by those who produce it through the praxis of solidarity and struggle for social justice. With a generosity and receptivity to his readers reminiscent of letters between old friends, and with the pointed but questioning wisdom of a teller of parables, Maduro has woven together a twenty-first-century reply to Marx’s “Theses on Feuerbach.” Neither conventional monograph nor memoir, neither a theological nor a political tract, but with elements of all of these, Maps for a Fiesta arrives as Maduro’s philosophical and theological testament—one that celebrates the knowledge-work and justice-making of the poor. What Maduro offers here is a profound meditation on the relationship between knowledge and justice that could be read as a manifesto against the putatively unknowable world that capitalist chaos has made, in favor of a world that is known by the measure of its collective justice. His fiesta grants us the joy that nourishes us in our struggles, just as knowledge gives us the tools to build a more just society. What Maduro offers is nothing less than an epistemology of liberation.
Author: Harold A. Netland
Publisher: Baker Academic
ISBN: 1493434896
Category : Religion
Languages : en
Pages : 421
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Book Description
For many Christians, personal experiences of God provide an important ground or justification for accepting the truth of the gospel. But we are sometimes mistaken about our experiences, and followers of other religions also provide impressive testimonies to support their religious beliefs. This book explores from a philosophical and theological perspective the viability of divine encounters as support for belief in God, arguing that some religious experiences can be accepted as genuine experiences of God and can provide evidence for Christian beliefs.
Author: Susan A. Ambrose
Publisher: John Wiley & Sons
ISBN: 0470617608
Category : Education
Languages : en
Pages : 336
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Book Description
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Author: Kurt Schneider
Publisher: Springer Science & Business Media
ISBN: 3540958800
Category : Computers
Languages : en
Pages : 247
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Book Description
Nowadays, there is software everywhere in our life. It controls cars, airplanes, factories, medical implants. Without software, banking, logistics and transportation, media, and even scientific research would not function in the accustomed way. Building and maintaining software is a knowledge-intensive endeavour and requires that specific experiences are handled successfully. However, neither knowledge nor experience can be collected, stored, and shipped like physical goods, instead these delicate resources require dedicated techniques. Knowledge and experience are often called company assets, yet this is only part of the truth: it is only software engineers and other creative employees who will effectively exploit an organisation's knowledge and experience. Kurt Schneider’s textbook is written for those who want to make better use of their own knowledge and experience – either personally or within their group or company. Everyone related to software development will benefit from his detailed explanations and case studies: project managers, software engineers, quality assurance responsibles, and knowledge managers. His presentation is based on years of both practical experience, with companies such as Boeing, Daimler, and Nokia, and research in renowned environments, such as the Fraunhofer Institute. Each chapter is self-contained, it clearly states its learning objectives, gives in-depth presentations, shows the techniques’ practical relevance in application scenarios, lists detailed references for further reading, and is finally completed by exercises that review the material presented and also challenge further, critical examinations. The overall result is a textbook that is equally suitable as a personal resource for self-directed learning and as the basis for a one-semester course on software engineering and knowledge management.
Author: Tanya Stivers
Publisher: Cambridge University Press
ISBN: 1139499912
Category : Language Arts & Disciplines
Languages : en
Pages : 357
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Book Description
Each time we take a turn in conversation we indicate what we know and what we think others know. However, knowledge is neither static nor absolute. It is shaped by those we interact with and governed by social norms - we monitor one another for whether we are fulfilling our rights and responsibilities with respect to knowledge, and for who has relatively more rights to assert knowledge over some state of affairs. This book brings together an international team of leading linguists, sociologists and anthropologists working across a range of European and Asian languages to document some of the ways in which speakers manage the moral domain of knowledge in conversation. The volume demonstrates that if we are to understand how speakers manage issues of agreement, affiliation and alignment - something clearly at the heart of human sociality - we must understand the social norms surrounding epistemic access, primacy and responsibilities.
Author: William A. Richards
Publisher: Columbia University Press
ISBN: 0231540914
Category : Religion
Languages : en
Pages : 279
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Book Description
Sacred Knowledge is the first well-documented, sophisticated account of the effect of psychedelics on biological processes, human consciousness, and revelatory religious experiences. Based on nearly three decades of legal research with volunteers, William A. Richards argues that, if used responsibly and legally, psychedelics have the potential to assuage suffering and constructively affect the quality of human life. Richards's analysis contributes to social and political debates over the responsible integration of psychedelic substances into modern society. His book serves as an invaluable resource for readers who, whether spontaneously or with the facilitation of psychedelics, have encountered meaningful, inspiring, or even disturbing states of consciousness and seek clarity about their experiences. Testing the limits of language and conceptual frameworks, Richards makes the most of experiential phenomena that stretch our understanding of reality, advancing new frontiers in the study of belief, spiritual awakening, psychiatric treatment, and social well-being. His findings enrich humanities and scientific scholarship, expanding work in philosophy, anthropology, theology, and religious studies and bringing depth to research in mental health, psychotherapy, and psychopharmacology.
