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Author: Bryant Griffith Publisher: Springer Science & Business Media ISBN: 9460916635 Category : Education Languages : en Pages : 100
Book Description
Education is often envisioned as a linear, one-way, cause-and-effect process, with teaching as the cause, learning as the effect. But the relationships are less tidy, less passive, and more cyclical than that. There is a continuous cycle of inquiry, discovery, and integration, leading to further inquiry. Technology facilitates the exchange of information, not just teacher to student, but student to teacher, and student to student. The result is that the nature of the development of learning, knowledge, and even wisdom becomes more transparent. This presents challenges of method and identity for the teacher, but more importantly, it enforces a sense among students of their critical investment in their own education. Teachers and learners need to contemplate why and how they construct knowledge. An essential part of this reflection is questioning the premises that govern our views of the world, as well as the premises of what is presented as knowledge. This demands a new epistemology, and requires that teachers change their conceptual structures and recognize that all theories of knowledge are not founded solely on formal logic using uninterpreted experience as data. Moreover, it demands that new models be considered as ways of making sense and of understanding. As teachers, we realize that learning how to cope with changes of this magnitude requires leadership where relationships are crucial. The rapidly emerging significance of social networks is reshaping our world, a world that isn’t flat but where spiky concentrations of people work together to make things happen creatively. It is more the case that the education we need to provide is to solve problems we can’t conceive. Our cultural narratives, when freed of the bounds of instrumental learning, become powerful tools for an emerging world where questions and answers are not simple, cause and effect equations. Yes, the teacher is a facilitator, but one with the mastery of sufficient material to be able to paint numerous contexts for the learner. We need to be open, attentive, and anticipatory to that which may surprise us, to that which we will not expect. The shape of past knowledge can be discovered by reflecting on the ways in which we make decisions and by asking why questions. These questions frame intentions and focus on the specific process of knowing why and how ideas have changed from the past to the present. By placing the self in the middle, this process becomes a trialectic of relational thought which in turns becomes the dialectic of learning.
Author: Bryant Griffith Publisher: Springer Science & Business Media ISBN: 9460916635 Category : Education Languages : en Pages : 100
Book Description
Education is often envisioned as a linear, one-way, cause-and-effect process, with teaching as the cause, learning as the effect. But the relationships are less tidy, less passive, and more cyclical than that. There is a continuous cycle of inquiry, discovery, and integration, leading to further inquiry. Technology facilitates the exchange of information, not just teacher to student, but student to teacher, and student to student. The result is that the nature of the development of learning, knowledge, and even wisdom becomes more transparent. This presents challenges of method and identity for the teacher, but more importantly, it enforces a sense among students of their critical investment in their own education. Teachers and learners need to contemplate why and how they construct knowledge. An essential part of this reflection is questioning the premises that govern our views of the world, as well as the premises of what is presented as knowledge. This demands a new epistemology, and requires that teachers change their conceptual structures and recognize that all theories of knowledge are not founded solely on formal logic using uninterpreted experience as data. Moreover, it demands that new models be considered as ways of making sense and of understanding. As teachers, we realize that learning how to cope with changes of this magnitude requires leadership where relationships are crucial. The rapidly emerging significance of social networks is reshaping our world, a world that isn’t flat but where spiky concentrations of people work together to make things happen creatively. It is more the case that the education we need to provide is to solve problems we can’t conceive. Our cultural narratives, when freed of the bounds of instrumental learning, become powerful tools for an emerging world where questions and answers are not simple, cause and effect equations. Yes, the teacher is a facilitator, but one with the mastery of sufficient material to be able to paint numerous contexts for the learner. We need to be open, attentive, and anticipatory to that which may surprise us, to that which we will not expect. The shape of past knowledge can be discovered by reflecting on the ways in which we make decisions and by asking why questions. These questions frame intentions and focus on the specific process of knowing why and how ideas have changed from the past to the present. By placing the self in the middle, this process becomes a trialectic of relational thought which in turns becomes the dialectic of learning.
Author: Mary L. Coffey Publisher: University of Toronto Press ISBN: 1487531699 Category : Literary Criticism Languages : en Pages : 411
Book Description
Imagined Truths provides a twenty-first-century analysis of stylistic and philosophical manifestations of nineteenth- and twentieth-century Spanish literary realism. Bringing together the work of the foremost specialists in the field of contemporary Spanish letters, this collection offers new approaches to literary and cultural criticism and reveals how Spanish realism, far from imitative of other European movements, engaged in complex and modern concepts of representation and mimesis. Imagined Truths acknowledges the critical importance of women writers and contemporary approaches to questions of gender. The essays address the impact of economics on our perceptions of reality and our constructions of everyday life, and they argue for the importance of emotions in the social construction of individual identity. Most importantly, the essays acknowledge the post-imperial turn in literary studies. Addressing a broad range of authors, works, and topics, including the continued relevance of Cervantes’s Don Quijote and the way Spanish realism moved beyond narrative to inhabit the spaces of both theatre and film, Imagined Truths comprises a series of meditations on new ways of understanding the unique place of realism in Spanish cultural history. Offering insights for specialists in a wide range of disciplines – literature, cultural studies, gender studies, history, philosophy – this collection is equally important for readers just becoming acquainted with realist narrative as a central component of Spanish literary history.
Author: Richard Lemm Publisher: ISBN: 9781990160066 Category : Biography & Autobiography Languages : en Pages : 244
Book Description
Richard Lemm grew up in cool 1960s Seattle, raised by alcoholic grandparents with a mad, absent mother and a mythic father who might or might not have died before he was born. To avoid the draft, he left the greatest country in the world and moved to Canada just as the Age of Aquarius was dawning. Now, having constructed a new and equally imagined identity, he uses his poet's sensibility to examine the familial myths and cultural privilege that shaped his youth -- the unsettled frontier, the golden age of the 1950s, the noble warrior, the little woman and the inexhaustible natural resources of the Pacific Northwest. This wry, poignant and insightful memoir looks at growing up in a family and country you didn't choose and coming of age in the country and with the people you did.
Author: Eric Hoffer Publisher: ISBN: 9781933435015 Category : Biography & Autobiography Languages : en Pages : 0
Book Description
Blind as a child, Eric Hoffer--one of America's most important thinkers--regained his sight at the age of fifteen and became a voracious reader. At eighteen, fate would take his remaining family, sending him on the road with three hundred dollars and into the life of a Depression Era migrant worker, but his appetite for knowledge--history, science, mankind--remained and became the basis for his insights on human nature. Filled with timeless aphorisms and entertaining stories, Truth Imagined tracks Hoffer's years on the road, which served as the breeding ground for his most fertile thoughts. (Restored to print by noted author Christopher Klim.)
Author: Maurice Godelier Publisher: Verso Books ISBN: 1786637723 Category : Social Science Languages : en Pages : 197
Book Description
What you imagined is not always imaginary, but everything that is imaginary is imagined. It is by imagining that people make the impossible become possible. In mythology or religion, however, those things that are imagined are never experienced as being imaginary by believers. The realm of the imagined is even more real than the real; it is super-real, surreal. Lvi-Strauss held that "the real, the symbolic and the imaginary" are three separate orders. Maurice Godelier demonstrates the contrary: that the real is not separate from the symbolic and the imaginary. For instance, for a portion of humanity, rituals and sacred objects and places attest to the reality and therefore the truth that God, gods or spirits exist. The symbolic enables people to signify what they think and do, encompassing thought, spilling over into the whole body, but also pervading temples, palaces, tools, foods, mountains, the sea, the sky and the earth. It is real. Godelier's book goes to the strategic heart of the social sciences, for to examine the nature and role of the imaginary and the symbolic is also to attempt to account for the basic components of all societies and ultimately of human existence. And these aspects in turn shape our social and personal identity.
Author: David Walter Price Publisher: University of Illinois Press ISBN: 9780252067761 Category : History Languages : en Pages : 356
Book Description
In this provocative and original study, David Price investigates history as a form of poiesis -- the act of making in language -- and suggests that certain novels can provide the best means of engaging in historical interpretation. Contending that the fundamental act of narration itself, including the narration of history, expresses a system of values, Price explores the work of seven contemporary novelists who share a commitment to reexamining history as idea and a refusal to accept history as given. Within a theoretical framework based on Friedrich Nietzsche and Giambattista Vico, Price investigates how these writers -- Carlos Fuentes, Susan Daitch, Salman Rushdie, Michel Tournier, Ishmael Reed, Graham Swift, and Mario Vargas Llosa -- create a discursive space between history and literature, a space within which history can be questioned and the making of history explored. Through their novels, these writers replace the univocal expression of history as a description of "what really happened" with a polyvocality of competing discourses, languages, and points of view. Price's investigation of three modalities of the poietic novel -- the history of forgotten possibilities, the construction of countermemory and cultural critique, and history as myth -- has far-reaching implications for how we read and question the narratives we understand as history. By treating the past as a dynamic flow of values, rather than a fixed collection of facts, History Made, History Imagined fosters a deeper understanding not only of literature and philosophy but also of history and our relationship to it.
Author: Eric Hoffer Publisher: HarperCollins Publishers ISBN: Category : Social reformers Languages : en Pages : 120
Book Description
"The late American longshoreman-philosopher, recently awarded the Presidential Medal of Freedom, recounts his extraordinary life and thoughts in this autobiographical memoir." -- Amazon.com viewed April 26, 2021.
Author: Mary Coffey Publisher: University of Toronto Press ISBN: 1487505175 Category : Literary Criticism Languages : en Pages : 411
Book Description
Imagined Truths provides a twenty-first-century analysis of stylistic and philosophical manifestations of nineteenth- and twentieth-century Spanish literary realism. Bringing together the work of the foremost specialists in the field of contemporary Spanish letters, this collection offers new approaches to literary and cultural criticism and reveals how Spanish realism, far from imitative of other European movements, engaged in complex and modern concepts of representation and mimesis. Imagined Truths acknowledges the critical importance of women writers and contemporary approaches to questions of gender. The essays address the impact of economics on our perceptions of reality and our constructions of everyday life, and they argue for the importance of emotions in the social construction of individual identity. Most importantly, the essays acknowledge the post-imperial turn in literary studies. Addressing a broad range of authors, works, and topics, including the continued relevance of Cervantes's Don Quijote and the way Spanish realism moved beyond narrative to inhabit the spaces of both theatre and film, Imagined Truths comprises a series of meditations on new ways of understanding the unique place of realism in Spanish cultural history. Offering insights for specialists in a wide range of disciplines - literature, cultural studies, gender studies, history, philosophy - this collection is equally important for readers just becoming acquainted with realist narrative as a central component of Spanish literary history.
Author: Rebecca M. Wilkin Publisher: Routledge ISBN: 1351871609 Category : Literary Criticism Languages : en Pages : 279
Book Description
Grounded in medical, juridical, and philosophical texts of sixteenth- and seventeenth-century France, this innovative study tells the story of how the idea of woman contributed to the emergence of modern science. Rebecca Wilkin focuses on the contradictory representations of women from roughly the middle of the sixteenth century to the middle of the seventeenth, and depicts this period as one filled with epistemological anxiety and experimentation. She shows how skeptics, including Montaigne, Marie de Gournay, and Agrippa von Nettesheim, subverted gender hierarchies and/or blurred gender difference as a means of questioning the human capacity to find truth; while "positivists" who strove to establish new standards of truth, for example Johann Weyer, Jean Bodin, and Guillaume du Vair, excluded women from the search for truth. The book constitutes a reevaluation of the legacy of Cartesianism for women, as Wilkin argues that Descartes' opening of the search for truth "even to women" was part of his appropriation of skeptical arguments. This book challenges scholars to revise deeply held notions regarding the place of women in the early modern search for truth, their role in the development of rational thought, and the way in which intellectuals of the period dealt with the emergence of an influential female public.
Author: Bryant Griffith
Author: Bryant Griffith
Author: Mary L. Coffey
Author: Richard Lemm
Author: Eric Hoffer
Author: Maurice Godelier
Author: George Whitehead
Author: David Walter Price
Author: Eric Hoffer
Author: Mary Coffey
Author: Rebecca M. Wilkin