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Author: Brad Petitfils Publisher: Routledge ISBN: 1317860144 Category : Education Languages : en Pages : 165
Book Description
This volume explores two radical shifts in history and subsequent responses in curricular spaces: the move from oral to print culture during the transition between the 15th and 16th centuries and the rise of the Jesuits, and the move from print to digital culture during the transition between the 20th and 21st centuries and the rise of what the philosopher Jean Baudrillard called "hyperreality." The curricular innovation that accompanied the first shift is considered through the rise of the Society of Jesus (the Jesuits). These men created the first "global network" of education, and developed a humanistic curriculum designed to help students navigate a complicated era of the known (human-centered) and unknown (God-centered) universe. The curricular innovation that is proposed for the current shift is guided by the question: What should be the role of undergraduate education become in the 21st century? Today, the tension between the known and unknown universe is concentrated on the interrelationships between our embodied spaces and our digitally mediated ones. As a result, today’s undergraduate students should be challenged to understand how—in the objectively focused, commodified, STEM-centric landscape of higher education—the human subject is decentered by the forces of hyperreality, and in turn, how the human subject might be recentered to balance our humanness with the new realities of digital living. Therein, one finds the possibility of posthumanistic education.
Author: Brad Petitfils Publisher: Routledge ISBN: 1317860144 Category : Education Languages : en Pages : 165
Book Description
This volume explores two radical shifts in history and subsequent responses in curricular spaces: the move from oral to print culture during the transition between the 15th and 16th centuries and the rise of the Jesuits, and the move from print to digital culture during the transition between the 20th and 21st centuries and the rise of what the philosopher Jean Baudrillard called "hyperreality." The curricular innovation that accompanied the first shift is considered through the rise of the Society of Jesus (the Jesuits). These men created the first "global network" of education, and developed a humanistic curriculum designed to help students navigate a complicated era of the known (human-centered) and unknown (God-centered) universe. The curricular innovation that is proposed for the current shift is guided by the question: What should be the role of undergraduate education become in the 21st century? Today, the tension between the known and unknown universe is concentrated on the interrelationships between our embodied spaces and our digitally mediated ones. As a result, today’s undergraduate students should be challenged to understand how—in the objectively focused, commodified, STEM-centric landscape of higher education—the human subject is decentered by the forces of hyperreality, and in turn, how the human subject might be recentered to balance our humanness with the new realities of digital living. Therein, one finds the possibility of posthumanistic education.
Author: Brad Petitfils Publisher: Routledge ISBN: 1317860152 Category : Education Languages : en Pages : 142
Book Description
This volume explores two radical shifts in history and subsequent responses in curricular spaces: the move from oral to print culture during the transition between the 15th and 16th centuries and the rise of the Jesuits, and the move from print to digital culture during the transition between the 20th and 21st centuries and the rise of what the philosopher Jean Baudrillard called "hyperreality." The curricular innovation that accompanied the first shift is considered through the rise of the Society of Jesus (the Jesuits). These men created the first "global network" of education, and developed a humanistic curriculum designed to help students navigate a complicated era of the known (human-centered) and unknown (God-centered) universe. The curricular innovation that is proposed for the current shift is guided by the question: What should be the role of undergraduate education become in the 21st century? Today, the tension between the known and unknown universe is concentrated on the interrelationships between our embodied spaces and our digitally mediated ones. As a result, today’s undergraduate students should be challenged to understand how—in the objectively focused, commodified, STEM-centric landscape of higher education—the human subject is decentered by the forces of hyperreality, and in turn, how the human subject might be recentered to balance our humanness with the new realities of digital living. Therein, one finds the possibility of posthumanistic education.
Author: Petra Hendry Publisher: Taylor & Francis ISBN: 1000860779 Category : Education Languages : en Pages : 332
Book Description
This book situates the Curriculum Theory Project at Louisiana State University within a larger historical framework of curriculum work, examining the practices which have sustained this type of curricular vitality over the lifetime of the field’s existence. Divided into seven parts, the authors illuminate seven practices which have sustained the scholarship, graduate programs, mentorship, and networking that have been critical to maintaining a web of international relationships. This exploration and coming together of intergenerational stories reveals a more complete and nuanced narrative of the development of curriculum theory over the last 60 years. Crucially, the project exemplifies the continuing resilience of curriculum theory despite ongoing neo-liberal aspirations to reframe education as a business. Reflecting upon the lived experiences and articulated memories of those who have participated in the project and analysis of documents collected over its 25-year history, it considers curriculum history(ies) writ large through and from this lens of practice. As such, it opens up fresh insights for cultivating the vitality and vigor of curriculum theory more broadly on an international scale and with a view to future directions for the field. It will appeal to both new and experienced scholars working across education foundations, urban education, philosophy of education, and higher education, and researchers from across history, sociology, anthropology, ethnic studies, and gender studies.
Author: William F. Pinar Publisher: Taylor & Francis ISBN: 1000628655 Category : Education Languages : en Pages : 325
Book Description
Building on his seminal methodological contribution to the field – currere – here William F. Pinar posits a praxis of presence as a unique form of individual engagement against current cultural crises in education. Bringing together a series of updated essays, articles, and new writings to form this comprehensive volume, Pinar first demonstrates how a praxis of presence furthers the study of curriculum as lived experience to overcome self-enclosure, restart lived and historical time, and understand technology through a process of regression, progression, analysis, and synthesis. Pinar then further illustrates how this practice can inform curricular responses to countering presentism, narcissism, and techno-utopianism in educators’ work with "digital natives." Ultimately, this book offers researchers, scholars, and teacher educators in the fields of curriculum theory, the sociology of education, and educational policy more broadly the analytical and methodological tools by which to advance their understanding of currere, and in doing so, allows them to tackle the main cultural issues that educators face today.
Author: William F. Pinar Publisher: University of Ottawa Press ISBN: 0776627899 Category : Education Languages : en Pages : 531
Book Description
William F. Pinar presents a comprehensive and original study that demonstrates the significance and pertinence of the scholarship of George Grant for teaching today. While there are studies of Grant’s political philosophy, there has been no sustained study of his teaching. Pinar not only draws upon the collected works; he has also consulted Grant’s PhD thesis at Oxford, as well as the philosopher’s biography, collected letters, and the vast secondary literature. What emerges is a treatise that reveals Grant’s timeliness and his prescience in identifying and critiquing key educational issues nearly half a century ago, from academic vocationalism and educational technology to privatization and the ascendency of research—issues that are eminently relevant today. Beyond the classroom, Grant’s concerns extended to the impact of economic globalization which, he feared, would erase distinctive national histories and cultures. As such, Grant foresaw the current issues of right-wing populism, notably in the UK and the US, as reactions against these historical tendencies. This volume is destined to become an indispensable reference work for students of Grant in particular and for students of education in general. This book is published in English. - S’il existe des études portant sur la philosophie politique et la théologie de George Grant, il n’y avait jusqu’à maintenant aucune étude soutenue sur son enseignement et, plus précisément, sur la relation de son approche pédagogique à celles-ci. Aucune étude ne puisait de façon aussi poussée à l’œuvre complète – y compris à ses présentations aux enseignants et à sa thèse doctorale d’Oxford en philosophie – ou à sa biographie, sa correspondance, et la vaste littérature secondaire. Conçu comme livre de référence pour les adeptes de Grant de même que comme un manuel pour les étudiants en éducation, cet ouvrage arrive à point nommé. Pinar souligne la prescience de Grant, qui identifiait et critiquait il y a déjà cinquante ans des questions d’ordre éducationnel – vocation académique, technologie pédagogique, privatisation de l’enseignement, ascendance de la recherche sur l’enseignement – qui sont d’actualité. Grant était aussi préoccupé par le destin de ce qu’il appelait la particularité au Canada et à l’étranger, et s’inquiétait que la mondialisation économique effacerait les histoires et cultures nationales distinctives. Un état mondial, universel et homogène les remplacerait, ce qui représenterait la pire tyrannie infligée à l’humanité. Grant avait vu venir le populisme de droite que l’on voit actuellement prendre prise notamment au Royaume-Uni et aux États-Unis, comme réaction à ces tendances historiques. Ce livre est publié en anglais.
Author: Nathan Snaza Publisher: Routledge ISBN: 1317668626 Category : Education Languages : en Pages : 204
Book Description
Focusing on the interdependence between human, animal, and machine, posthumanism redefines the meaning of the human being previously assumed in knowledge production. This movement challenges some of the most foundational concepts in educational theory and has implications within educational research, curriculum design and pedagogical interactions. In this volume, a group of international contributors use posthumanist theory to present new modes of institutional collaboration and pedagogical practice. They position posthumanism as a comprehensive theoretical project with connections to philosophy, animal studies, environmentalism, feminism, biology, queer theory and cognition. Researchers and scholars in curriculum studies and philosophy of education will benefit from the new research agendas presented by posthumanism.
Author: Christine Daigle Publisher: Bloomsbury Publishing ISBN: 1350293814 Category : Philosophy Languages : en Pages : 265
Book Description
Problematic assumptions which see humans as special and easily defined as standing apart from animals, plants, and microbiota, both consciously and unconsciously underpin scientific investigation, arts practice, curation, education, and research across the social sciences and humanities. This is the case particularly in those traditions emerging from European and Enlightenment philosophies. Posthumanism disrupts these traditional humanist outlooks and interrogates their profound shaping of how we see ourselves, our place in the world, and our role in its protection. In Posthumanism in Practice, artists, researchers, educators, and curators set out how they have developed and responded to posthumanist ideas across their work in the arts, sciences, and humanities, and provide examples and insights to support the exploration of posthumanism in how we can think, create, and live. In capturing these ideas, Posthumanism in Practice shows how posthumanist thought can move beyond theory, inform action, and produce new artefacts, effects, and methods that are more relevant and more useful for the incoming realities for all life in the 21st century.
Author: Rosa Bruno-Jofre Publisher: University of Toronto Press ISBN: 1487514530 Category : Education Languages : en Pages : 360
Book Description
The Second Vatican Council (Vatican II), called by Pope John XXIII in 1959, produced sixteen documents that outlined the Church’s attempts to meet increasing calls for modernization in the wake of social and cultural changes that were taking place in the twentieth century. Catholic Education in the Wake of Vatican II is the first work dedicated to the effects of the Second Vatican Council on catholic education in various national and cultural contexts. These original pieces, grounded in archival research, explore the social, political, and economic repercussions of Catholic educational changes in Canada, Europe, and South America. The volume provides insightful analysis of many issues including the tensions between Catholicism and Indigenous education in Canada, the secularization of curriculum in the Catholic classroom, Church-State relations and more. The contributors reveal the tensions between doctrinal faith and socio-economic structures of privilege found within the Church and introduces the reader to complex political interactions within the Church itself in the midst of a rapid era of secularization.
Author: Stephanie Chitpin Publisher: Routledge ISBN: 1317378059 Category : Education Languages : en Pages : 158
Book Description
Challenging the theory of induction in teacher education, this book proposes a knowledge-building framework based on the critical rationalism of philosopher of science, Karl Popper. The Objective Knowledge Growth Framework developed in this book is designed to be an effective critical analysis framework for empowering teachers and schools to build and share professional knowledge. This book is essential reading for educational scholars, researchers, professionals, policymakers, and all those interested in exploring the application of Popperian philosophy to the field of education and re-envisioning educational practice.
Author: Clarence W. Joldersma Publisher: Routledge ISBN: 1317623118 Category : Education Languages : en Pages : 230
Book Description
This volume makes a philosophical contribution to the application of neuroscience in education. It frames neuroscience research in novel ways around educational conceptualizing and practices, while also taking a critical look at conceptual problems in neuroeducation and at the economic reasons driving the mind-brain education movement. It offers alternative approaches for situating neuroscience in educational research and practice, including non-reductionist models drawing from Dewey and phenomenological philosophers such as Martin Heidegger and Merleau-Ponty. The volume gathers together an international bevy of leading philosophers of education who are in a unique position to contribute conceptually rich and theoretically framed insight on these new developments. The essays form an emerging dialogue to be used within philosophy of education as well as neuroeducation, educational psychology, teacher education and curriculum studies.
Author: Brad Petitfils
Author: Brad Petitfils
Author: Brad Petitfils
Author: Petra Hendry
Author: William F. Pinar
Author: William F. Pinar
Author: Nathan Snaza
Author: Christine Daigle
Author: Rosa Bruno-Jofre
Author: Stephanie Chitpin
Author: Clarence W. Joldersma