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Author: Marla Morris Publisher: Taylor & Francis ISBN: 1040032249 Category : Education Languages : en Pages : 205
Book Description
Presenting a unique exploration of education at “the edge of experience,” this book investigates how unassimilable concepts can reconceptualize education in order to grapple with what is beyond understanding. Working at the intersection of curriculum theory, philosophy and psychoanalysis, Morris examines how each of these “unassimilable” concepts such as lament, disavowal, breathlessness, and the Kafkaesque point toward currere as the edge of experience. It addresses what Lee Braver calls “the groundless grounds” and what Avital Ronell calls “the quicksand that is philosophy” to approach slippage and breaking points through an interdisciplinary lens. Pointing to an understanding of our largely social ills and extending William F. Pinar’s early work on currere in new and innovative directions, this book will appeal to curriculum theorists, education philosophers, psychoanalysts, and those with interests in the philosophy and theory of education.
Author: Marla Morris Publisher: Taylor & Francis ISBN: 1040032249 Category : Education Languages : en Pages : 205
Book Description
Presenting a unique exploration of education at “the edge of experience,” this book investigates how unassimilable concepts can reconceptualize education in order to grapple with what is beyond understanding. Working at the intersection of curriculum theory, philosophy and psychoanalysis, Morris examines how each of these “unassimilable” concepts such as lament, disavowal, breathlessness, and the Kafkaesque point toward currere as the edge of experience. It addresses what Lee Braver calls “the groundless grounds” and what Avital Ronell calls “the quicksand that is philosophy” to approach slippage and breaking points through an interdisciplinary lens. Pointing to an understanding of our largely social ills and extending William F. Pinar’s early work on currere in new and innovative directions, this book will appeal to curriculum theorists, education philosophers, psychoanalysts, and those with interests in the philosophy and theory of education.
Author: John R. Gram Publisher: University of Washington Press ISBN: 0295806052 Category : Social Science Languages : en Pages : 265
Book Description
For the vast majority of Native American students in federal Indian boarding schools at the turn of the twentieth century, the experience was nothing short of tragic. Dislocated from family and community, they were forced into an educational system that sought to erase their Indian identity as a means of acculturating them to white society. However, as historian John Gram reveals, some Indian communities on the edge of the American frontier had a much different experience—even influencing the type of education their children received. Shining a spotlight on Pueblo Indians’ interactions with school officials at the Albuquerque and Santa Fe Indian Schools, Gram examines two rare cases of off-reservation schools that were situated near the communities whose children they sought to assimilate. Far from the federal government’s reach and in competition with nearby Catholic schools for students, these Indian boarding school officials were in no position to make demands and instead were forced to pick their cultural battles with nearby Pueblo parents, who visited the schools regularly. As a result, Pueblo Indians were able to exercise their agency, influencing everything from classroom curriculum to school functions. As Gram reveals, they often mitigated the schools’ assimilation efforts and assured the various pueblos’ cultural, social, and economic survival. Greatly expanding our understanding of the Indian boarding school experience, Education at the Edge of Empire is grounded in previously overlooked archival material and student oral histories. The result is a groundbreaking examination that contributes to Native American, Western, and education histories, as well as to borderland and Southwest studies. It will appeal to anyone interested in knowing how some Native Americans were able to use the typically oppressive boarding school experience to their advantage.
Author: Geoffrey Caine Publisher: Scarecrow Press ISBN: 9780810840614 Category : Education Languages : en Pages : 166
Book Description
Interprets the tension between traditional public education and the technology that seeks to overtake it, and explains what can be done to promote a successful educational system.
Author: Alan Bain Publisher: Teachers College Press ISBN: 0807770892 Category : Education Languages : en Pages : 257
Book Description
After billions of dollars, thousands of studies, and immeasurable effort by educators at all levels, why is the performance of students and teachers so unaffected by technology? Moreover, what should be done to extract genuine benefit from the information and communication technology (ICT) revolution? In this groundbreaking book, technology and education experts Alan Bain and Mark Weston provide research-based evidence for how the widespread application of ICT can provide powerful learning opportunities that lead to lasting gains and achievement. They show how the integrated use of technology at all levels of the educational system can greatly expand collaborative learning opportunities by giving all educational stakeholders powerful problem-solving tools and solutions. The approaches presented here are grounded in over twenty years of experience working with classroom teachers, school leaders, association members, and policymakers.
Author: Findley B. Edge Publisher: B&H Publishing Group ISBN: 1433669137 Category : Religion Languages : en Pages : 237
Book Description
In this revised edition Findley B. Edge explains that many Sunday school teachers fail to achieve better results because 'their teaching aims are too general and often vague.' The solution, he says, is for the teacher to focus on a single objective for each lesson and 'work toward that aim with singleness of purpose.'
Author: Tonya Huber Publisher: IAP ISBN: 1641138297 Category : Education Languages : en Pages : 347
Book Description
International Education Inquiries is a book series dedicated to realizing the global vision of Education 2030. This vision involves “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.” The founding editors seek to provide a forum for the diverse voices of scholars and practitioners from across the globe asking questions about transforming the vision of Education 2030 into a reality. Published chapters will reflect a variety of formats, free of methodological restrictions, involving disciplinary as well as interdisciplinary inquiries. We expect the series will be a leading forum for pioneers redefining the global discussion about the people, places and perspectives shaping Education 2030 outcomes. Education 2030 topics of interest include, but are not limited to, • Improving access to quality early childhood development, care, and pre-primary education; • Ensuring equal access for all women and men to affordable and quality education; • Increasing the number of youth and adults who have skills relevant for sustainable living and livelihoods; • Ensuring equal access for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations; • Achieving levels of literacy and numeracy required to engage in communities and employment; • Acquiring the knowledge and skills needed to promote sustainable development, including: * Human right * Gender equality, * Promotion of a culture of peace and non-violence, * Global citizenship education, * The appreciation of cultural diversity and of culture’s contributions to sustainable development, • Providing safe, non-violent, inclusive and effective learning environments for all; • Recruiting, preparing, supporting, and retaining quality teachers.
Author: Thomas H. Ogden Publisher: Jason Aronson ISBN: 0876682905 Category : Psychology Languages : en Pages : 255
Book Description
'This is an extraordinary and exciting book, the work of a truly original and creative psychoanalytic theoretician and most astute clinician. Ogden continues to expand and to deepen his reformulations of the British object-relations theorists, M. Klein, W. R. Bion, D. W. Winnicott, W. R. D. Fairbairn, H. Guntrip, to illuminate further the world of internalized object relations. His concepts are evolutionary and at times revolutionary. Exploring the area of human experience that lies beyond the psychological territories addressed by the previous theorists, he introduces the concept of an autistic-contiguous mode as a way of conceiving of the most primitive psychological organization through which the sensory 'floor' of the experience of self is generated. He conceives of this mode as a sensory-dominated, presymbolic area of experience in which the most primitive form of meaning is generated on the basis of organization of sensory impressions, particularly at the skin surface. A major tenet in the book is a conceptualization of human experience throughout life as the product of a dialectical interplay among three modes of generating experience: the depressive, the paranoid-schizoid, and the autistic-contiguous. Each mode creates, preserves, and negates the other. No single mode of generating experience exists independently of the others. Psychopathology is conceptualized as a 'collapse' of the dialectic in the direction of one or another mode of generating experience. The outcome of such collapse may be entrapment in rigid, asymbolic patterns of sensation (collapse in the direction of the autistic-contiguous mode), or imprisonment in a world of omnipotent internal objects where thoughts and feelings are experienced as things and forces which occupy or bombard the self (collapse in the direction of paranoid-schizoid mode) or isolation of the self from lived experience and aliveness of bodily, sensations (collapse in the direction of the depressive mode). Ogden presents his unique development of the autistic-contiguous mode as the synthesis, interpretation, and extension of the works of D. Meltzer, E. Bick, and F. Tustin. He is careful to state that this psychological organization is a developing and ongoing) mode of generating experience and not a limited phase of development; an elaboration of this primitive organization is an integral part of normal development. All three modes are considered not 'positions' to be passed through, outgrown, or overcome, and relegated to the past, but as integral dimensions of present adult ego functioning. Sensory experience in an autistic-contiguous mode has rhythmicity that is becoming the continuity of being; it has boundedness that is the beginning of experience of the place where one feels things and lives; it has features such as shape, hardness, cold, warmth and texture, beginnings of the qualities of who one is. As his generous case examples aptly demonstrate, Ogden's theories are solidly grounded in his discerning work with a broad variety of patients. His brilliant pathfinding will enlighten and enrich the reader with invaluable insights. He will listen with new ears and with a fresh conceptual framework with which to comprehend the most primitive elements of human development and the complex interplay among the different modes of experience. This is a bold, important, instructive, and stimulating book of equally great clinical and theoretical applicability.' —The Journal of the American Psychoanalytic Association A Jason Aronson Book
Author: Charles Wankel Publisher: IAP ISBN: 1617351180 Category : Computers Languages : en Pages : 353
Book Description
Our current students are digital natives, born into a world of widespread online sharing. Aligning the technologies we use in our courses with their skills and approaches to collaborative learning is an opportunity we should take. The new media share text, images, audio and video material rapidly and interactively. This volume will provide an overview of these new social media including Skype, YouTube, Flickr, blogging, LinkedIn, Facebook, and Twitter. Examples and cases of how instructors around the world are meaningfully incorporating them into their management, marketing, and other business courses are provided. One of the more robust trends is the use of three-dimensional immersive virtual world interfaces for teaching and learning. The leading one is Second Life. Examples of the use of Second Life in business courses will be discussed. The use of wikis to foster collaborative development of course related material by learners will be presented with case examples. Faculty members are co-creators of course content with their learners. Among the topics covered is how faculty members can be supported in their deployment of social media projects and course structures. How social media can enable the structuring of course activities involving students, prospective students, alumni, employers, businesspersons, and others in rich sharing and support with each other will be discussed. Indeed seeing courses as networking venues beyond learning forums will be parsed.
Author: MARLA. MORRIS Publisher: Routledge ISBN: 9781032472751 Category : Education Languages : en Pages : 0
Book Description
Presenting an exploration of education as "the edge of experience," this book investigates how unassimilable concepts can reconceptualize education and help us resolve that which is beyond understanding. It will appeal to curriculum theorists, education philosophers, psychoanalysts, and those interested in education theory.
Author: Marla Morris
Author: Marla Morris
Author: John R. Gram
Author: Geoffrey Caine
Author: Alan Bain
Author: Findley B. Edge
Author: Tonya Huber
Author: Thomas H. Ogden
Author: Charles Wankel
Author: Charles Wankel
Author: MARLA. MORRIS