The new significance of learning : imagination's heartwork

TITLE_DISPLAY:

PERSONAL_AUTHOR:

Hogan, Pádraig.

PUBLICATION_INFO:

New York : Routledge, 2010.

FORMAT:

Libros

SERIES:

Routledge international studies in the philosophy of education

PHYSICAL_DESC:

p. cm.

SUBJECT_TERM:

Education -- Philosophy.

Education -- History.

ISBN:

9780415549677

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Resumen

Should education be understood mainly as a practice in its own right, or is it essentially a subordinate affair to be shaped and controlled by a society's powers-that-be?

What difference does it make if students are chiefly viewed as recipients of a set of skills and knowledge, or as active participants in their own learning?　

Does education have a responsibility in cultivating humanity's maturity, or are its purposes to be effectively matched to the functional requirements of a globalized age?　　

The New Significance of Learning explores these and other high-stakes questions. It challenges hierarchical and custodial conceptions of education that have been inherited as the 'natural order' of things. It discloses a more original and imaginative understanding of educational practice, illustrating this understanding with frequent practical examples. 　

Among the merits highlighted by this approach are:

a recognition that education is first and foremost an invitation to join a renewed experience of quest and disclosure; a realisation that taking up and pursuing such an invitation is a basic right, as distinct from a privilege to be bestowed or withheld;　 an awareness of the decisive importance of specific kinds relationships in practices of teaching and learning; an emphasis on the human qualities as well as the intellectual achievements nourished by dedicated communities of learning; an acknowledgement of partiality - of incompleteness and bias - in even the best of humankind's learning efforts; the emergence of a distinctive ethical orientation for education as a practice in its own right.

Tabla de contenido

Acknowledgements	p. x
Introduction	p. 1
A loss of inspirations	p. 1
Historical insights	p. 4
The case to be made	p. 6
Mapping the enquiry	p. 8
Part I The identity of education as a practice	p. 13
1 The harnessing of learning: older and newer reins	p. 15
The rise of corporate tutelage	p. 15
Takeover in new forms	p. 19
2 Overcoming a post-modern debility	p. 25
Being brought down to size	p. 25
Deconstruction and care of self	p. 29
Beyond critique: the features and necessities of practice	p. 34
3 The integrity of educational practice	p. 39
Learning for its own sake?	p. 39
The integrity of educational practice: a classical example	p. 43
Insights from antiquity: being beckoned to learn anew	p. 47
4 Disclosing educational practice from the inside	p. 52
A surprising claim	p. 52
Personal qualities and relationships	p. 55
Four aspects of relationships of learning	p. 59
Teaching and learning as heartwork in action: a first-person account	p. 64
5 Opening Delphi	p. 68
Steiner's Delphic vision	p. 68
Masters and disciples, teachers and students	p. 72
Imaginativeness: aristocratic and pedagogical	p. 75
6 Eros, inclusion, and care in teaching and learning	p. 81
At the heart of eros	p. 81
The unerotic character of teaching	p. 84
Ethics and educational practice	p. 89
Part II Educational forms of understanding and action	p. 95
7 Understanding in human experience and in learning	p. 97
Preconceptions in human understanding	p. 97
Prejudices as conditions of learning	p. 100
Partiality in learning	p. 104
8 Cultural tradition and educational experience	p. 108
Contrasting views of tradition	p. 108
Tradition and rationality	p. 111
Cultural tradition as partisan	p. 114
Cultural tradition and conversation in education	p. 118
9 Giving voice to the text	p. 122
Texts as active presences	p. 122
Pedagogical challenges in voicing the text	p. 125
Educational practice and its claim to universal defensibility	p. 131
10 Neither born nor made: the education of teachers	p. 135
Disagreements about teacher education	p. 135
Competences and the making of teachers	p. 139
Competences in a new context	p. 141
The quality of learning experiences in teacher education	p. 145
11 The new significance of learning	p. 149
A different starting point	p. 149
Curriculum development and the appraisal of learning	p. 150
Justice and equality in education	p. 154
Higher research	p. 157
12 Imagination's heartwork	p. 163
Important lessons	p. 163
Educational experience and the profusion of difference	p. 166
Humanity's maturity	p. 170
Notes	p. 174
Bibliography	p. 189
Index	p. 195

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