A different three Rs for education: reason, relationality, rhythm
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Amsterdam [u.a.]
Rodopi
2006
|
| Schriftenreihe: | Value inquiry book series
176 : Philsophy of education |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | VII, 192 S. |
| ISBN: | 904201699X |
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Datensatz im Suchindex
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| adam_text | CONTENTS ONE INTRODUCTION: A DIFFERENT THREE RS FAR EDUCATION IN CONTEXT
GEORGE AL/AN AND MALCOLRN D. EVANS 1. WHY A NEW APPROACH TO EDUCATIONAL
REFORM IS NEEDED 1 2. THE FIRST DIFFERENT R: REASON 3 3. THE SECOND
DIFFERENT R: RELATIONALITY 7 4. THE THIRD DIFFERENT R: RHYTHM 11 5.
CONCLUDING THOUGHTS 14 TWO WHAT IS A PROCESS PERSPECTIVE ON TEACHING AND
LEARNING? 17 MALCOLRN D. EVANS 1. BECOMING IS A PROCESS 17 2. CREATIVITY
IS IN ALL CREATURES 18 3. THE WORLD IS INTERCONNECTED 20 4. ALL
EXPERIENCE IS EMOTIONAL 21 5. ALL INDIVIDUALS ARE CONSTITUTED BY THEIR
INTERNAL RELATIONS 23 6. CONCLUSION 24 THREE ON LEARNING TO BE GOOD 27
GEORGE AL/AN 1. THE STANDARD WAYS 28 2. THE PROCESS WAYS 30 3. PATHWAYS
TO GOODNESS 33 4. SOCRATIC GOADING 41 FOUR ROMANCING EDUCATION:
WHITEHEAD ON THE LOVE OFLEARNING 43 FOSTER N. WALKER 1. ROMANCE CAN BE
THE BEGINNING OF A SERIOUS LOVE AFFAIR 43 2. THE WORK OFROMANCE IS
SERIOUS PLAY 44 3. A ROMANCE STORY: LEARNING TO BE A TEACHER 46 4. THE
ROMANCE OFDIALOGUE AND PARTNERED DIALOGUE-JOURNAL S 50 5. MORE ON THE
ROMANCE OFDIALOGUE: STUDENT-DIRECTED CLASS INQUIRY 55 6. ROMANCING
EDUCATION: A WHITEHEADIAN VISION 58 FIVE GENRE, RELATIONALITY, AND
WHITEHEAD S PRINCIPLE OF RE1ATIVITY: HOW WE WRITE DANIEL ROYER 1.
GENRE S RECENT HISTORY 2. WHITEHEAD AND GENRE 61 61 64 VI CONTENTS SIX
WHITEHEAD AND ENVIRONMENTAL EDUCATION 75 PETE A. Y GUNTER 1 WHITEHEAD S
PHILOSOPHY OFNATURE: AN HISTORICAL PRELUDE 76 2. SOME CONCEPTS OFNATURE
77 3. EDUCATION 80 4. EDUCATION AND THE EARTH 82 SEVEN FINDING FLOW
THROUGH DISCIPLINE AND IMAGINATION 87 WILLIAM J. GARLAND 1. THREE STAGES
OF LEAMING 87 2. FLOW EXPERIENCES 88 3. RELATING FLOW TO LEAMING 91 4.
AN EXAMPLE: TEACHING LOGIC 93 5. ANOTHER EXAMPLE: TEACHING LITERATURE 96
6. CONCLUSIONS 100 EIGHT NOURISHING RELATIONSHIPS THAT NOURISH LIFE 103
MARY ELIZABETH MULLINO MOORE 1. A W ORD OF WAMING: A REVEALING MOVIE 104
2. A WORD OFPOSSIBILITY: A REVEALING CASE STUDY 105 3. RELATIONAL
EDUCATION 106 4. RELATING WITH SELF 107 5. RELATING WITH COMMUNITY AND
CULTURE 109 6. RELATING WITH PEOPLE OFDIFFERENCE 112 7. RELATING WITH
THE EARTH 114 8. RELATING WITH SOCIAL STRUCTURES 116 9. CONCLUSION 118
NINE THEY WEAR THEIR LEAMING WITH IMAGINATION 121 CHRISTELLE ESTRADA 1.
DESCRIBING THE CONTENT AND PROCESS FOR PRACTICE-BASED PROFESSIONAL
DEVELOPMENT 122 2. THREE FOUNDATIONAL ASSUMPTIONS 124 3. STUDENT AUTHORS
AS ADVOCATES: ELEMENTARY SCHOOL CASE STUDY 128 4. PEER TUTORS AS
ADVOCATES: MIDDLE SCHOOL CASE STUDY 130 5. MAKING SENSE TOGETHER WITH
COLLEAGUES 132 6. PRACTICAL QUESTIONS: SEEKING HARMONY AND DISCREPANCIES
134 7. IN SUMMARY: THE POLITICAL QUESTION IS A HUMAN QUESTION 136 8.
CONCLUDING SYNTHESIS AND CREATIVE CHOICES 138 CONTENTS VLL TEN TEACHING
ETCETERA 141 M. JAYNE FLEENER AND STACY REEDER 1. LANGUAGE GAMES
APPROACH 142 2. MODERNISM AND THE MATHEMATIZATION OFREALITY 143 3.
LANGUAGE GAMES AND A CHANGE OF ASPECT 144 4. WESLEY S CHANGE OF ASPECT
145 5. STUDENTS EXPERIENCES OFMATHEMATICS AS PATTERNS AND RELATIONSHIPS
146 6. CHANGING WAYS OFSEEING MATHEMATICS 150 7. UNDERSTANDING TEACHING
ETCETERA 151 ELEVEN REASON: A GIFT TO BE NURTURED 155 MALEOLM D. EVANS
1. WHY BE CONCERNED ABOUT REASON? 155 2. WHAT IS REASON? 157 3. CAN
REASONABLENESS BE AN AIM OFEDUCATION? 159 4. IS CRITICAL THINKING
IMPORTANT? 161 5. WHAT IS THE REALITY OF REASON IN THE CLASSROOM? 163 6.
EPILOGUE 166 TWEL VE EDUCATIONAL SPIRITUALITIES: PARKER 1. PALMER AND
RELATIONAL METAPHYSICS JOHN B. BENNET! 1. INTRODUCTION 2. OBJECTIVISM
AND CULTURES OFFEAR 3. COMMUNITY 4. HIDDEN WHOLENESS 5. PARADOXES 6.
CONCLUSION ABOUT THE CONTRIBUTORS INDEX 169 169 171 176 178 179 182 185
189
|
| adam_txt |
CONTENTS ONE INTRODUCTION: A DIFFERENT THREE RS FAR EDUCATION IN CONTEXT
GEORGE AL/AN AND MALCOLRN D. EVANS 1. WHY A NEW APPROACH TO EDUCATIONAL
REFORM IS NEEDED 1 2. THE FIRST DIFFERENT R: REASON 3 3. THE SECOND
DIFFERENT R: RELATIONALITY 7 4. THE THIRD DIFFERENT R: RHYTHM 11 5.
CONCLUDING THOUGHTS 14 TWO WHAT IS A PROCESS PERSPECTIVE ON TEACHING AND
LEARNING? 17 MALCOLRN D. EVANS 1. BECOMING IS A PROCESS 17 2. CREATIVITY
IS IN ALL CREATURES 18 3. THE WORLD IS INTERCONNECTED 20 4. ALL
EXPERIENCE IS EMOTIONAL 21 5. ALL INDIVIDUALS ARE CONSTITUTED BY THEIR
INTERNAL RELATIONS 23 6. CONCLUSION 24 THREE ON LEARNING TO BE GOOD 27
GEORGE AL/AN 1. THE STANDARD WAYS 28 2. THE PROCESS WAYS 30 3. PATHWAYS
TO GOODNESS 33 4. SOCRATIC GOADING 41 FOUR ROMANCING EDUCATION:
WHITEHEAD ON THE LOVE OFLEARNING 43 FOSTER N. WALKER 1. ROMANCE CAN BE
THE BEGINNING OF A SERIOUS LOVE AFFAIR 43 2. THE WORK OFROMANCE IS
SERIOUS PLAY 44 3. A ROMANCE STORY: LEARNING TO BE A TEACHER 46 4. THE
ROMANCE OFDIALOGUE AND PARTNERED DIALOGUE-JOURNAL S 50 5. MORE ON THE
ROMANCE OFDIALOGUE: STUDENT-DIRECTED CLASS INQUIRY 55 6. ROMANCING
EDUCATION: A WHITEHEADIAN VISION 58 FIVE GENRE, RELATIONALITY, AND
WHITEHEAD'S PRINCIPLE OF RE1ATIVITY: HOW WE WRITE DANIEL ROYER 1.
GENRE'S RECENT HISTORY 2. WHITEHEAD AND GENRE 61 61 64 VI CONTENTS SIX
WHITEHEAD AND ENVIRONMENTAL EDUCATION 75 PETE A. Y GUNTER 1 WHITEHEAD'S
PHILOSOPHY OFNATURE: AN HISTORICAL PRELUDE 76 2. SOME CONCEPTS OFNATURE
77 3. EDUCATION 80 4. EDUCATION AND THE EARTH 82 SEVEN FINDING FLOW
THROUGH DISCIPLINE AND IMAGINATION 87 WILLIAM J. GARLAND 1. THREE STAGES
OF LEAMING 87 2. FLOW EXPERIENCES 88 3. RELATING FLOW TO LEAMING 91 4.
AN EXAMPLE: TEACHING LOGIC 93 5. ANOTHER EXAMPLE: TEACHING LITERATURE 96
6. CONCLUSIONS 100 EIGHT NOURISHING RELATIONSHIPS THAT NOURISH LIFE 103
MARY ELIZABETH MULLINO MOORE 1. A W ORD OF WAMING: A REVEALING MOVIE 104
2. A WORD OFPOSSIBILITY: A REVEALING CASE STUDY 105 3. RELATIONAL
EDUCATION 106 4. RELATING WITH SELF 107 5. RELATING WITH COMMUNITY AND
CULTURE 109 6. RELATING WITH PEOPLE OFDIFFERENCE 112 7. RELATING WITH
THE EARTH 114 8. RELATING WITH SOCIAL STRUCTURES 116 9. CONCLUSION 118
NINE THEY WEAR THEIR LEAMING WITH IMAGINATION 121 CHRISTELLE ESTRADA 1.
DESCRIBING THE CONTENT AND PROCESS FOR PRACTICE-BASED PROFESSIONAL
DEVELOPMENT 122 2. THREE FOUNDATIONAL ASSUMPTIONS 124 3. STUDENT AUTHORS
AS ADVOCATES: ELEMENTARY SCHOOL CASE STUDY 128 4. PEER TUTORS AS
ADVOCATES: MIDDLE SCHOOL CASE STUDY 130 5. MAKING SENSE TOGETHER WITH
COLLEAGUES 132 6. PRACTICAL QUESTIONS: SEEKING HARMONY AND DISCREPANCIES
134 7. IN SUMMARY: THE POLITICAL QUESTION IS A HUMAN QUESTION 136 8.
CONCLUDING SYNTHESIS AND CREATIVE CHOICES 138 CONTENTS VLL TEN TEACHING
ETCETERA 141 M. JAYNE FLEENER AND STACY REEDER 1. LANGUAGE GAMES
APPROACH 142 2. MODERNISM AND THE MATHEMATIZATION OFREALITY 143 3.
LANGUAGE GAMES AND A CHANGE OF ASPECT 144 4. WESLEY'S CHANGE OF ASPECT
145 5. STUDENTS' EXPERIENCES OFMATHEMATICS AS PATTERNS AND RELATIONSHIPS
146 6. CHANGING WAYS OFSEEING MATHEMATICS 150 7. UNDERSTANDING TEACHING
ETCETERA 151 ELEVEN REASON: A GIFT TO BE NURTURED 155 MALEOLM D. EVANS
1. WHY BE CONCERNED ABOUT REASON? 155 2. WHAT IS REASON? 157 3. CAN
REASONABLENESS BE AN AIM OFEDUCATION? 159 4. IS CRITICAL THINKING
IMPORTANT? 161 5. WHAT IS THE REALITY OF REASON IN THE CLASSROOM? 163 6.
EPILOGUE 166 TWEL VE EDUCATIONAL SPIRITUALITIES: PARKER 1. PALMER AND
RELATIONAL METAPHYSICS JOHN B. BENNET! 1. INTRODUCTION 2. OBJECTIVISM
AND CULTURES OFFEAR 3. COMMUNITY 4. HIDDEN WHOLENESS 5. PARADOXES 6.
CONCLUSION ABOUT THE CONTRIBUTORS INDEX 169 169 171 176 178 179 182 185
189 |
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| spelling | A different three Rs for education reason, relationality, rhythm ed. by George Allan ... Amsterdam [u.a.] Rodopi 2006 VII, 192 S. txt rdacontent n rdamedia nc rdacarrier Value inquiry book series 176 : Philsophy of education Erziehung Philosophie Education Philosophy Educational change Holistic education Process philosophy Pädagogische Soziologie (DE-588)4075806-0 gnd rswk-swf Erziehungsphilosophie (DE-588)4070955-3 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Erziehungsphilosophie (DE-588)4070955-3 s DE-604 Pädagogische Soziologie (DE-588)4075806-0 s Allan, George 1935- Sonstige (DE-588)131827537 oth Value inquiry book series 176 : Philsophy of education (DE-604)BV035419228 176 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014825850&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | A different three Rs for education reason, relationality, rhythm Value inquiry book series Erziehung Philosophie Education Philosophy Educational change Holistic education Process philosophy Pädagogische Soziologie (DE-588)4075806-0 gnd Erziehungsphilosophie (DE-588)4070955-3 gnd |
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| title | A different three Rs for education reason, relationality, rhythm |
| title_auth | A different three Rs for education reason, relationality, rhythm |
| title_exact_search | A different three Rs for education reason, relationality, rhythm |
| title_exact_search_txtP | A different three Rs for education reason, relationality, rhythm |
| title_full | A different three Rs for education reason, relationality, rhythm ed. by George Allan ... |
| title_fullStr | A different three Rs for education reason, relationality, rhythm ed. by George Allan ... |
| title_full_unstemmed | A different three Rs for education reason, relationality, rhythm ed. by George Allan ... |
| title_short | A different three Rs for education |
| title_sort | a different three rs for education reason relationality rhythm |
| title_sub | reason, relationality, rhythm |
| topic | Erziehung Philosophie Education Philosophy Educational change Holistic education Process philosophy Pädagogische Soziologie (DE-588)4075806-0 gnd Erziehungsphilosophie (DE-588)4070955-3 gnd |
| topic_facet | Erziehung Philosophie Education Philosophy Educational change Holistic education Process philosophy Pädagogische Soziologie Erziehungsphilosophie Aufsatzsammlung |
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