| Description |
xxiii, 223 pages ; 24 cm |
| Series |
New directions in the philosophy of education |
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New directions in the philosophy of education series.
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| Contents |
Contents note continued: Leaping ahead of the other: educating as letting others learn -- Projects as educative occupations: Dewey's test of interest and effort -- The trinity of occupation: be-ing, doing and knowing -- How to educate through occupations: discovering and arranging -- Educating through occupations as a way out of educational confusion -- Summary |
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Contents note continued: Phenomenological concepts as formal indications -- Phenomenological destruction of pragmatic concepts -- Summary -- 6.Heidegger's questioning of be-ing -- Overview -- Two turning questions in Heidegger's questioning of be-ing -- The meaning of being: temporality as the movement of meaning -- The truth of be-ing: temporality as the movedness of truth -- Fourfold as onefold -- Ontological difference as passageway -- Summary -- pt. III A coherent theory of education -- 7.Four causes of educational confusion -- Overview -- Child and curriculum, individual and social: four causes -- Four causes and four curriculum ideologies: a source of educational confusion -- Education through occupations is not vocational education -- Summary -- 8.Educating through occupations as ways of be-ing -- Overview -- Occupations and projects: difficulties for educators -- Leaping in for the other: educating as preparing for a remote future -- |
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Contents note continued: Qualitative, affective thinking -- The ineffability of immediacy: a temporal problem -- Quality conditioning existence -- Summary -- 4.The ontological difference -- Overview -- The unity of individuality as aesthetic experiential whole -- The simple and the multiple: two sides of existence -- Dasein as aesthetic experience-experienced -- Ereignis: be-ing as being-here -- The ontological difference: two different ways of questioning be-ing -- A fundamental ontology -- Two ways of time: ordinary and originary -- Ordinary time and calculative thinking -- Machination (enframing): the domination of calculative thinking -- Two ways of thinking: calculative and meditative -- Forgetting be-ing, remembering be-ing -- Summary -- 5.The way of phenomenology -- Overview -- Remembering be-ing as phenomenological reduction -- Phenomenological construction -- Interpreting interpreting: the circle as opening, not process -- Two ways of language -- Two ways of truth -- |
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Machine generated contents note: pt. I Confusion in philosophy and education -- 1.Education, philosophy and existence -- Overview -- Division in education -- Compromise is not a way out of educational confusion -- Dewey, philosophy and education -- Dewey's search for a truly experiential philosophy -- Existence as twofold: individual (one) and interaction (two) -- Summary -- pt. II A coherent theory of experience -- 2.Reflective experience and the logical difference -- Overview -- Two types of reflective experience: incidental and regulated -- Interaction between organism and environment -- Three modes of relation (not two) -- The logical difference -- Common sense and scientific thinking -- Knowledge as instrument -- Pragmatism and continuity -- Summary -- 3.The challenge of non-reflective (aesthetic) experience -- Overview -- The contexts of inquiry (a pragmatic view of non-reflective experience) -- Non-reflective experience as aesthetic experience -- |
| Summary |
"Education, Experience and Existence proposes a new way of understanding education that delves beneath the conflict, confusion and compromise that characterize its long history. At the heart of this new understanding is what John Dewey strove to expound: a coherent theory of experience. Dewey's reputation as a pragmatist is well known, but where experience is concerned pragmatism is only half the story. The other half is phenomenological, as crafted by Martin Heidegger. Encompassing both is Charles Sanders Peirce, whose philosophy draws pragmatism and phenomenology together in an embrace which enables a truly experiential philosophy to emerge. The book approaches the problem of confusion in education and philosophy by beginning with our most basic understandings of existence. Existence as an interaction is the starting point of modern science, and existence as individuality offers an aesthetic origin, attending to existence as a simple unity. In our contemporary world where scientific ways of thinking are privileged, the aesthetic whole is often overlooked, especially in education. Yet both are connected. A coherent theory of experience is therefore a marriage between phenomenology and pragmatism, enabling each to maintain its position by acknowledging how both are required. The book is divided into three main parts: - confusion in philosophy and education - a coherent theory of experience - a coherent theory of education. Quay suggests that education benefits from such a coherent theory of experience by better comprehending its connection to life. More than just knowing, more than just doing, education is about being. This book will be of interest to philosophers, educators and educational philosophers"-- |
| Analysis |
Australian |
| Notes |
Formerly CIP. Uk |
| Bibliography |
Includes bibliographical references and index |
| Subject |
Dewey, John, 1859-1952.
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Heidegger, Martin, 1889-1976.
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Peirce, Charles S. (Charles Sanders), 1839-1914.
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Education -- Philosophy.
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Experiential learning.
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Phenomenology.
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| LC no. |
2012050057 |
| ISBN |
9780415825856 (hardback) |
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