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摘要
摘要
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.目录
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 |