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This volume centres the notion of "chance" in education as a key
concept in contemporary education – relating to aspects like
accountability, datafication, or international large-scale
assessments – and discusses the impact that the historical desire
to "tame" this notion has had on present-day educational policy and
practice. Encouraging readers to widen their educational
imagination, chapters combine secondary research from the fields of
cybernetics, systems thinking, and comparative education with
issues of control, prediction, and comparison as ways to tame
chance in education. Using the theoretical lenses of reasoning,
notions, and addendums for legitimacy to foster a critical
awareness of rarely discussed educational matters, the book
explores how these notions are central to the taming of chance
within education. Ultimately, the authors determine the styles of
reasoning that are foundational and frame how we think about, and
act on, education, and thereby address one of the top priorities in
educational policy, politics, and practice today. This timely book,
with its unique perspective on the debates around education, will
be of interest to students, researchers, and scholars in the fields
of education policy and politics, international and comparative
education, and theory of education. Those involved with the
philosophy of education will also find the book valuable.
The contributions in this book all concern the Building Block
Approach to the study of religions as proposed and explored by
Professor Ann Taves (University of California, Santa Barbara)
during the last 30 years. This approach suggests that analysis of
and explanations for complex cultural phenomena such as religion
should entail dividing these phenomena into "the constituent parts
that interact to produce them", in terms of basic cognitive,
psychological and biological proc-esses. In this way, the approach
opens up a path to achieving consil-ience between the humanistic,
behavioural and natural sciences. The book provides a short and
user-friendly introduction to the Building Block Approach suitable
for use in the undergraduate classroom as well as by graduate and
more advanced scholars. The book opens with a lengthy introduction
by Ann Taves and Egil Asprem (Stockholm University, Sweden)
outlining the Building Block Approach and its rele-vance for the
study of religions. The introduction is followed by seven
responses, comments and critiques that identify pros and cons of
the approach from different perspectives and areas of study within
the larger field of the study of religions. In the concluding
chapter, Taves and Asprem provide their responses to the comments
and critiques raised.
The contributions in this book all concern the Building Block
Approach to the study of religions as proposed and explored by
Professor Ann Taves (University of California, Santa Barbara)
during the last 30 years. This approach suggests that analysis of
and explanations for complex cultural phenomena such as religion
should entail dividing these phenomena into “the constituent
parts that interact to produce them”, in terms of basic
cognitive, psychological and biological proc-esses. In this way,
the approach opens up a path to achieving consil-ience between the
humanistic, behavioural and natural sciences. The book provides a
short and user-friendly introduction to the Building Block Approach
suitable for use in the undergraduate classroom as well as by
graduate and more advanced scholars. The book opens with a lengthy
introduction by Ann Taves and Egil Asprem (Stockholm University,
Sweden) outlining the Building Block Approach and its rele-vance
for the study of religions. The introduction is followed by seven
responses, comments and critiques that identify pros and cons of
the approach from different perspectives and areas of study within
the larger field of the study of religions. In the concluding
chapter, Taves and Asprem provide their responses to the comments
and critiques raised.
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