By George Allan, Malcolm D. Evans
This ebook of twelve essays applies the holistic theories of procedure philosophy to the academic demanding situations that academics face in today’s complexly altering international. issues variety from employees improvement to spirituality, exploring problems with scholar and instructor motivation, developmental levels of studying, creative pondering and writing, nourishing relationships, ethical and environmental schooling, and the improvement of hospitable studying environments. Philosophy of schooling (PHED) welcomes less than its interdisciplinary and cosmopolitan umbrella books on modern, recurrent, conventional, and non-traditional subject matters within the philosophy of schooling.
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Additional resources for A Different Three Rs for Education: Reason, Relationality, Rhythm (Value Inquiry Book Series 176)
To see how this is so, let us now examine the nature and purpose of the romance stage as the natural and necessary birth of learning and of development, ordained as part of the very order of life itself. 2. The Work of Romance is Serious Play Why is it so difficult for the world of teaching to take seriously the romance stages we are all familiar with in our experience of out-of-school learning? Of the many factors, the basic ones are tacit assumptions. Just one, affecting our whole way of life, would probably be enough to block educational progress.
It would be a helpful beginning simply for our students to explore possibilities for improving what goes on in their classroom, perhaps enhancing its physical features, perhaps improving how lessons are conducted. These are issues about which students already think themselves well informed, about which they are passionate and often dogmatically opinionated. Flushing out their various ideals for bettering things and then creating a forum in which these differences can be debated is a good way for our ninth graders to appreciate the complications of any reform—giving clear articulation to vague notions of what a better situation might look like, accurately understanding the views with which they disagree, exploring alternatives not initially imagined by anyone, working out compromises that might actually work, figuring out how to implement change within constraints of time, money, skill, and commitment.
When we are young, he argues, we are “peculiarly susceptible to appeals for beauty of conduct” (1933, p. 287). We can become enamored of doing some unusual thing just for the joy of doing it—trying out new attire, new speech, new behaviors, new beliefs for the sake of their novelty, intent on overcoming the always present threat of the boredom that shadows our every moment. We surrender ourselves absolutely—even if only momentarily—to the sheer fact of the experiencing. Insofar as we are caught up in such extravagances, we have a first intimation of Peace.
A Different Three Rs for Education: Reason, Relationality, Rhythm (Value Inquiry Book Series 176) by George Allan, Malcolm D. Evans
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