Paideia Problems and Possibilities PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Paideia Problems and Possibilities PDF full book. Access full book title Paideia Problems and Possibilities by Mortimer Jerome Adler. Download full books in PDF and EPUB format.
Author: Mortimer Jerome Adler
Publisher: MacMillan Publishing Company
ISBN:
Category : Education
Languages : en
Pages : 144
Get Book Here
Book Description
Author: Mortimer Jerome Adler
Publisher: MacMillan Publishing Company
ISBN:
Category : Education
Languages : en
Pages : 144
Get Book Here
Book Description
Author: Mortimer J. Adler
Publisher: Simon and Schuster
ISBN: 1439104905
Category : Education
Languages : en
Pages : 85
Get Book Here
Book Description
The Paideia Proposal is a system of liberal education intended for all children. It was a response to what Adler characterized as the United States' antidemocratic or undemocratic educational system, a holdover from the 19th century, when the understanding of basic human rights fell short of 20th century expectations. The Paidea Proposal was based upon the following assumptions: 1) All children are educable; 2) Education is never completed in school or higher institutions of learning, but is a lifelong process of maturity for all citizens; 3) The primary cause of learning is the activity of the child's mind, which is not created by, but only assisted by the teacher; 4) Multiple types learning and teaching must be utilized in education, not just teacher lecturing, or telling; and 5) A student's preparation for earning a living is not the primary objective of schooling. Adler stressed that the proposal is much more than just a return to the basic skills of reading, writing and arithmetic. It is not simply a return to the values of classical civilization, but a return to what is of enduring value. It is a democratic proposal intended for the education of all, and not an elitist program as some have alleged.
Author: Mortimer Jerome Adler
Publisher: MacMillan Publishing Company
ISBN:
Category : Education
Languages : en
Pages : 136
Get Book Here
Book Description
Author: Mortimer J. Adler
Publisher: Simon and Schuster
ISBN: 1451602200
Category : Education
Languages : en
Pages : 272
Get Book Here
Book Description
Paideia is a holistic approach to life-long learning with roots in ancient Greece. The Paideia Program is based on the belief that the human species is defined by its capacity and desire for learning. The program itself argues for a public education that is at once more rigorous and more accessible.
Author: Ali A. Abdi
Publisher: Peter Lang Incorporated, International Academic Publishers
ISBN: 9781433117107
Category : Citizenship
Languages : en
Pages : 0
Get Book Here
Book Description
This book has received the AESA (American Educational Studies Association) Critics Choice Award 2013. There is a widespread, but mainly untenable, assumption that education in Western societies (and elsewhere) intuitively and horizontally aids the democratic development of people. An argument could be made that in contemporary liberal democracies, education was never designed for the well-being of societies. Instead of the full inclusion of everyone in educational development, it becomes dominated by those with a vested interest in the role of the liberal state as a mediating agent that, ultimately, assures the supremacy of the capitalism and neoliberalism. This book extends beyond a theoretical analysis of democratic education, seeking to tap into the substantial experiences, perspectives and research of a wide range of leading scholars from diverse vantage points, who bring themselves and their work into the debate connecting democracy and education, which elucidates the reference to counter-hegemonic possibilities in the title.
Author: David W. Orr
Publisher: Island Press
ISBN: 9781559634953
Category : Education
Languages : en
Pages : 0
Get Book Here
Book Description
In Earth in Mind, noted environmental educator David W. Orr focuses not on problems in education, but on the problem of education. Much of what has gone wrong with the world, he argues, is the result of inadequate and misdirected education that: alienates us from life in the name of human domination causes students to worry about how to make a living before they know who they are overemphasizes success and careers separates feeling from intellect and the practical from the theoretical deadens the sense of wonder for the created world The crisis we face, Orr explains, is one of mind, perception, and values. It is, first and foremost, an educational challenge. The author begins by establishing the grounds for a debate about education and knowledge. He describes the problems of education from an ecological perspective, and challenges the "terrible simplifiers" who wish to substitute numbers for values. He follows with a presentation of principles for re-creating education in the broadest way possible, discussing topics such as biophilia, the disciplinary structure of knowledge, the architecture of educational buildings, and the idea of ecological intelligence. Orr concludes by presenting concrete proposals for reorganizing the curriculum to draw out our affinity for life.
Author: David J. Blacker
Publisher: John Hunt Publishing
ISBN: 1789040116
Category : Philosophy
Languages : en
Pages : 250
Get Book Here
Book Description
In 1960, Paul Goodman argued that the Fordist system that treated people as mere cogs in a machine had created a profound unhappiness in young people and in American society as a whole. More than half a century later, professor David Blacker recognizes that decades of neoliberalism have pushed young people beyond unhappiness and into a collective identity crisis. Overall, Americans no longer feel needed to do jobs that had previously anchored them in society and are becoming disconnected and purposeless. The proliferation of new identities, based not on work but on consumption, is symptomatic of neoliberalism and its hyper-commodification and deregulation of everyday life.
Author: Mortimer J. Adler
Publisher: Fordham Univ Press
ISBN: 0823215369
Category :
Languages : en
Pages : 433
Get Book Here
Book Description
In this classic work, Adler explores how man differs from all other things in the universe, bringing to bear both philosophical insight and informed scientific hypotheses concerning the biological and behavioral characteristics of mainkind. Rapid advances in science and technology and the abstract concepts of that influence on man and human value systems are lucidly outlined by Adler, as he touches on the effect of industrialization, and the clash of cultures and value systems brought about by increased communication between previously isolated groups of people. Among the other problems this study addresses are the scientific achievements in biology and physics which have raised fundamental questions about humanity's essential nature, especially the discoveries in the bilogical relatedness of all living things. Thrown into high relief is humanity's struggle to determine its unique status in the natual world and its value in the world it has created. Ultimately, Adler's work develops an approach to the separation between scientific and philosophical questions which stands as a model of thought on philosophical considerations of new scientific discoveries and its consequences for the human person.
Author: Robert H. Haworth
Publisher: PM Press
ISBN: 1604861169
Category : Political Science
Languages : en
Pages : 486
Get Book Here
Book Description
Education is a challenging subject for anarchists. Many are critical about working within a state-run education system that is embedded in hierarchical, standardized, and authoritarian structures. Numerous individuals and collectives envision the creation of counterpublics or alternative educational sites as possible forms of resistance, while other anarchists see themselves as “saboteurs” within the public arena—believing that there is a need to contest dominant forms of power and educational practices from multiple fronts. Of course, if anarchists agree that there are no blueprints for education, the question remains, in what dynamic and creative ways can we construct nonhierarchical, anti-authoritarian, mutual, and voluntary educational spaces? Contributors to this edited volume engage readers in important and challenging issues in the area of anarchism and education. From Francisco Ferrer’s modern schools in Spain and the Work People’s College in the United States, to contemporary actions in developing “free skools” in the U.K. and Canada, to direct-action education such as learning to work as a “street medic” in the protests against neoliberalism, the contributors illustrate the importance of developing complex connections between educational theories and collective actions. Anarchists, activists, and critical educators should take these educational experiences seriously as they offer invaluable examples for potential teaching and learning environments outside of authoritarian and capitalist structures. Major themes in the volume include: learning from historical anarchist experiments in education, ways that contemporary anarchists create dynamic and situated learning spaces, and finally, critically reflecting on theoretical frameworks and educational practices. Contributors include: David Gabbard, Jeffery Shantz, Isabelle Fremeaux & John Jordan, Abraham P. DeLeon, Elsa Noterman, Andre Pusey, Matthew Weinstein, Alex Khasnabish, and many others.
Author: Erwin V. Johanningmeier
Publisher: IAP
ISBN: 1617352500
Category : Education
Languages : en
Pages : 191
Get Book Here
Book Description
This work explores how the generally accepted definition or measure of equality of educational opportunity at the beginning of the twenty-first century differs from what it was in the immediate postwar era. While there have been differing definitions or measures of equality of educational opportunity, there has been a continual call from education critics and education reformers for more and better mathematics, science, and foreign language in the nation’s schools. This work maintains that public education acquired significance as a vital part of a national agenda in conjunction with three developments. First, the prosperity of the United States after World War II contributed to a consumer dominated culture and the phenomenon of the citizenconsumer. The nation had to expand educational opportunities in response to the increased birth rate in the postwar years and in response to the increased qualifications that the workplace required for entry and employment. Significantly, the nation had the resources to send its children and youth to school for longer and longer periods of time. Better-educated citizens soon took better jobs and they spent paychecks buying everything from new technologies to new and bigger houses and new and bigger cars. Increased household income allowed young members of the family to attend and even complete high school and increased the chance of affording the cost of attending college. Second, by the end of World War II the globalization of the international community was underway, and the United States’ position and role in the international community were clearly challenged by the Soviet Union. As the United States found itself in the Cold War, its national security required an ideological, a military, and a technological strategy. Each of these strategies ultimately depended on higher or post-secondary education, and that had lasting implications for the nation’s elementary and secondary schools. The nation’s engagement in the Cold War required well-educated professionals to secure intelligence and to develop effective propaganda. That engagement also required scientists, mathematicians, engineers to develop and to maintain the technology the nation required for its defense and subsequently for the space race with the Soviet Union. Third and perhaps most importantly, it was becoming increasingly clear in the Cold War Era that the nation would have to address its long history of denying civil rights to some of its citizens, especially but not exclusively, African Americans. As the Supreme Court’s 1954 Brown decision signified, public education was the initial venue where the struggle for racial equality took place.
