Knowing and Learning as Creative Action: A Reexamination of the Epistemological Foundations of Education PDF Download
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Author: A. Stoller
Publisher: Springer
ISBN: 1137465247
Category : Education
Languages : en
Pages : 122
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Book Description
In Knowing and Learning as Creative Action, Aaron Stoller makes the case that contemporary schooling is grounded in a flawed model of knowing, which draws together mistakes in thinking about the nature of the self, of knowledge, and of reality, which are contained in the epistemological proposition: 'S knows that p' (SP). To the contrary, Stoller argues that the German conception of Bildung must replace SP thinking as the guiding metaphor of knowing within educational research and practice. Central to this reconstruction is a theory of creative inquiry which claims that knowledge emerges from embodied, social engagement in the world and therefore knowing is a form of creative action. Stoller constructs a new paradigm of knowing and learning as an emergent process of creative making, the goal of which is the cultivation of what he calls maker's knowledge, which is the capacity for and habit of creative action.
Author: A. Stoller
Publisher: Springer
ISBN: 1137465247
Category : Education
Languages : en
Pages : 122
Get Book Here
Book Description
In Knowing and Learning as Creative Action, Aaron Stoller makes the case that contemporary schooling is grounded in a flawed model of knowing, which draws together mistakes in thinking about the nature of the self, of knowledge, and of reality, which are contained in the epistemological proposition: 'S knows that p' (SP). To the contrary, Stoller argues that the German conception of Bildung must replace SP thinking as the guiding metaphor of knowing within educational research and practice. Central to this reconstruction is a theory of creative inquiry which claims that knowledge emerges from embodied, social engagement in the world and therefore knowing is a form of creative action. Stoller constructs a new paradigm of knowing and learning as an emergent process of creative making, the goal of which is the cultivation of what he calls maker's knowledge, which is the capacity for and habit of creative action.
Author: Elizabeth Haddon
Publisher: Routledge
ISBN: 1317158199
Category : Music
Languages : en
Pages : 297
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Book Description
This edited volume explores how selected researchers, students and academics name and frame creative teaching and learning as constructed through the rationalities, practices, relationships, events, objects and systems that are brought to educational sites and developed by learning communities. The concept of creative learning questions the starting-points and opens up the outcomes of curriculum, and this frames creative teaching not only as a process of learning but as an agent of change. Within the book, the various creativities that are valued by different stakeholders teaching and studying in the higher music sector are delineated, and processes and understandings of creative teaching are articulated, both generally in higher music education and specifically through their application within the design of individual modules. This focus makes the text relevant to scholars, researchers and practitioners across many fields of music, including those working in musicology, composition, performance, music education, and music psychology. The book contributes new perspectives on our understanding of the role of creative teaching and learning and processes in creative teaching across the domain of music learning in higher music education sectors.
Author: Nataly Z. Chesky
Publisher: Springer
ISBN: 1137535466
Category : Education
Languages : en
Pages : 120
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Book Description
Winner of the American Educational Studies Association (AESA) Critics' Choice Book Award for 2016 Philosophy of STEM Education uses philosophical methods to investigate STEM education's purpose and assumptions. It details the why (axiology), the how (epistemology) and the what (ontology) of STEM by drawing upon a variety of philosophies of education, science, mathematics, and technology.
Author: T. Newell
Publisher: Springer
ISBN: 1137391804
Category : Education
Languages : en
Pages : 249
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Book Description
Newell compares the fundamental assumptions of five major worldviews of education and their implications for classroom practice, incorporating history and case studies and posing questions about the limits and benefits of employing each today.
Author: Joseph Watras
Publisher: Springer
ISBN: 1137484217
Category : Education
Languages : en
Pages : 169
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Book Description
The project examines how three prominent philosophers of education - William Torrey Harris, John Dewey, and Gregory Bateson - each developed a world view that provides a philosophical basis for environmental education.
Author: C. Cunningham
Publisher: Springer
ISBN: 1137449322
Category : Education
Languages : en
Pages : 242
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Book Description
Writing for educators and education leaders, Cunningham shows that combining a philosophy of pragmatism with thinking about education as systems can illuminate challenges in contemporary schooling and provide practical solutions for creating a democratic education.
Author: C. Lugg
Publisher: Springer
ISBN: 1137535261
Category : Education
Languages : en
Pages : 130
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Book Description
This book presents a history of queer erasure in the US public school system, from the 1920s up until today. By focusing on specific events as well as the context in which they occurred, Lugg presents a way forward in improving school policies for both queer youth and queer adults.
Author: Deron Boyles
Publisher: Myers Education Press
ISBN: 1975502949
Category : Education
Languages : en
Pages : 254
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Book Description
John Dewey's Imaginative Vision of Teaching explores key philosophical topics in John Dewey’s work, including epistemology, ethics, and aesthetics, and relates them to teacher practice and education policy. Each chapter begins with theory and ends with practical implications. While there are numerous books on Dewey, there are relatively few that connect his philosophy of education to actual practice. By linking primary fields of philosophy with classroom teaching and education policy, Boyles suggests that the binary between theory and practice is a false chasm that can and should be bridged if teaching and learning are to change into more dynamic, reflexive, and authentic interactions. Perfect for courses such as: Becoming a Teacher | Applying Theory to Practice | John Dewey and U.S. Schools | Historical and Philosophical Ideas In Practice | Progressive Teaching
Author: Ernst Schraube
Publisher: Taylor & Francis
ISBN: 0429632207
Category : Psychology
Languages : en
Pages : 129
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Book Description
In the face of a world in crisis, Digitalization and Learning as a Worlding Practice: Why Dialogue Matters examines the significance of digital technologies in human learning. The book explores how learning is not just an internalization of knowledge but a problem- oriented activity of engaging with the world, a process of both meaning making and world making. It raises a pivotal question: how can digital technologies help to expand and enrich learning as a collaborative worlding practice? It discusses the importance of digital artifacts in shaping students’ learning experiences, discerning how they nourish meaningful engagement and where they pose a hindrance. The book also investigates the role of digitalization in transforming everyday life and learning activity of students, and how learners, teachers, and educators can approach these transformations critically and constructively. Based on an embodied, subject- and world- centered concept of learning, the book offers its readers a sophisticated understanding of the inner connection between digitalization and learning. This book will appeal to students and scholars in Psychology, Education, and Science and Technology Studies, as well as to anyone concerned with the implications of digital technology for the processes of human learning.
Author: Wouter Werner
Publisher: Cambridge University Press
ISBN: 1009040022
Category : Law
Languages : en
Pages : 205
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Book Description
Acts of repetition abound in international law. Security Council Resolutions typically start by recalling, recollecting, recognising or reaffirming previous resolutions. Expert committees present restatements of international law. Students and staff extensively rehearse fictitious cases in presentations for moot court competitions. Customary law exists by virtue of repeated behaviour and restatements about the existence of rules. When sources of international law are deployed, historically contingent events are turned into manifestations of pre-given and repeatable categories. This book studies the workings of repetition across six discourses and practices in international law. It links acts of repetition to similar practices in religion, theatre, film and commerce. Building on the dialectics of repetition as set out by Søren Kierkegaard, it examines how repetition in international law is used to connect concrete practices to something that is bound to remain absent, unspeakable or unimaginable.
