This text is a collection of essays by noted curriculum scholar and philosopher of education, David W. Jardine. It ranges over twenty?five years of work with teachers and students in schools. The main purpose of these essays is to provide teachers with new ways of thinking about their circumstances that side step some of the panic and exhaustion that is all too typical of many school settings. Using ideas and images from Buddhism, ecological thinking, and hermeneutics, the author shows how these lineages help with the practical work of thinking and acting differently regarding the knowledge entrusted to teachers and students in schools. It offers the image of living fields of relations as an alternative to the fragmented, industrial?assembly machinations that drive much curriculum thinking and practice. It roots this alternative in solid scholarly work, both inside and outside of the orbit of educational literature. This book can provide encouragement and example to those working in schools who have sensed the shifting of human consciousness and conscience over the past decades towards issues of sustainability, interrelatedness, diversity, ancestry, ecological well?being, and dependent co?arising. It provides solid classroom?based examples coupled with substantial scholarly delving into the roots of such work in long?standing streams of thinking that are born outside of the usual orbits of educational theory and practice, but that provide that practice with a refuge and a relief and an alternative. This book can also provide examples to those doing graduate work in education of how interpretive research into classrooms can be conducted, and how this work is must be solid, well?rooted, scholarly and meticulously thought out. It is useful as a handbook and sourcebook for interpretive research or hermeneutic research, and provides a wide array of sources and themes for the conduct of such work.

This book explores three interrelated roots of scholarly work that have a supportive and elaborative affinity to authentic and engaging classroom inquiry: ecological consciousness, Buddhist epistemologies, philosophies and practices, and interpretive inquiry or "hermeneutics". Although these three roots originate outside of and extend far beyond most educational literature, understanding them can be of immense practical importance to the conduct of rich, rigorous, practicable, sustainable, and adventurous classroom work for students and teachers alike. The authors collectively bring to these reflections decades of classroom experience in grades K-12 and the experience of supervising hundreds of student teachers in such settings as well as working regularly with schools and classroom teachers in their day-to-day work. The authors demonstrate, through several classroom examples, how ecology, Buddhism, and hermeneutics provide ways to re-invigorate the often-moribund discourse of education and bring a sense of beauty and rigorous joy to classroom life for teachers and students alike.

This book is about an ecological-interpretive image of "the basics." Essays detailing everyday, lived events in classroom life are presented to help readers see beneath the surface ordinariness of these events to uncover and examine the underlying complex and contested meanings they contain. Readers are invited to imagine what would happen to our understanding of teaching and learning if we stepped away from the image of basics-as-breakdown under which education labors today - an image of fragmentation, isolation, and the consequent dispensing, manipulation and control of the smallest, simplest, most meaningless bits and pieces of the living inheritances that are entrusted to teachers and learners in schools. By involving readers in re-thinking the idea of the "basics" in educational theory and practice, this book offers a more generous, rigorous, difficult, and pleasurable image of what this term might mean in the living work of teachers and learners. This is a valuable text for practicing teachers and student-teachers interested in re-imagining what is basic to their work and the work of their students. It also provides examples of interpretive inquiry that will be helpful for graduate students and scholars in the areas of curriculum, teaching, and learning who are interested in pursuing this form of research and writing. The Second Edition: is guided by the view that thinking the world together is a form of ecological thinking adds chapters that take up the ecological aspects of this vision, the hermeneutic aspects, and curricular aspects in the areas of mathematics, reading and writing, and social studies; included also are chapters on child development, information and communications technologies, and more proposes a version of "the basics" that asks teachers to be public intellectuals who think about the world, who think about the knowledge we have inherited and to which we are offering our students living, breathing access

In this text Jardine, Clifford, and Friesen set forth their concept of curriculum as abundance and illustrate its pedagogical applications through specific examples of classroom practices, the work of specific children, and specific dilemmas, images, and curricular practices that arise in concrete classroom events. The detailed classroom examples and careful philosophical explorations illustrate the difference it makes in educational theory and classroom practice to think of the curriculum topics entrusted to teachers and students in schools as abundant. The central idea is that viewing what is available to teachers and students in classrooms as abundant, rather than scarce, makes available the unseen histories, language, images, and ideas in everyday classroom life-makes it possible to break open the flat, literal "ordinariness" of classroom events, makes their complex and contested meanings visible, understandable, and pedagogically useful. Understanding the disciplines entrusted to schools (such as mathematics, writing, reading) as living inheritances, not as inert, finished, static, manipulable objects, means that the work of the classroom requires getting in on the real, living conversations that constitute these disciplines as they actually function in the classroom. This view of curriculum as abundance has a profound effect on classroom practice. Curriculum in Abundance addresses curriculum and teaching topics such as mathematics, science, environmental education, social studies, language arts, and the arts curriculum; issues that arise from inviting student-teachers and practicing teachers into the idea of curriculum of abundance; the issue of information and communications technologies in the classroom; and the philosophical underpinnings of constructivism and the dilemmas it poses to thinking about curriculum in abundance. All of the chapters provide images of how to conduct interpretive research in the classroom. This critically important text for undergraduate and master's-level courses on curriculum methods, curriculum theory, teacher research, and philosophy of education speaks eloquently to students, teachers, teacher educators, and researchers across the field of education.

This text articulates how and why suffering can be pedagogical in character and how it is often key to authentic and meaningful acts of teaching and learning. This is an ancient idea from the Greek tragedies of Aeschylus (c. 525 BCE) - pathei mathos or "learning through suffering". In our understandable rush to ameliorate suffering at every turn and to consider every instance of it as an error to be avoided at all costs, we explore how the pedagogy that can come from suffering becomes obscured and something vital to a rich and vibrant pedagogy can be lost. This collection threads through education, nursing, psychiatry, ecology, and medicine, through scholarship and intimate breaths, and blends together affinities between hermeneutic conceptions of the cultivation of character and Buddhist meditations on suffering and its locale in our lives. This book will be useful for graduate courses on hermeneutic research in education, educational psychology, counseling, and nursing/medicine.

This book explores three interrelated roots of scholarly work that have a supportive and elaborative affinity to authentic and engaging classroom inquiry: ecological consciousness, Buddhist epistemologies, philosophies and practices, and interpretive inquiry or "hermeneutics". Although these three roots originate outside of and extend far beyond most educational literature, understanding them can be of immense practical importance to the conduct of rich, rigorous, practicable, sustainable, and adventurous classroom work for students and teachers alike. The authors collectively bring to these reflections decades of classroom experience in grades K-12 and the experience of supervising hundreds of student teachers in such settings as well as working regularly with schools and classroom teachers in their day-to-day work. The authors demonstrate, through several classroom examples, how ecology, Buddhism, and hermeneutics provide ways to re-invigorate the often-moribund discourse of education and bring a sense of beauty and rigorous joy to classroom life for teachers and students alike.

In this text Jardine, Clifford, and Friesen set forth their concept of curriculum as abundance and illustrate its pedagogical applications through specific examples of classroom practices, the work of specific children, and specific dilemmas, images, and curricular practices that arise in concrete classroom events. The detailed classroom examples and careful philosophical explorations illustrate the difference it makes in educational theory and classroom practice to think of the curriculum topics entrusted to teachers and students in schools as abundant. The central idea is that viewing what is available to teachers and students in classrooms as abundant, rather than scarce, makes available the unseen histories, language, images, and ideas in everyday classroom life-makes it possible to break open the flat, literal "ordinariness" of classroom events, makes their complex and contested meanings visible, understandable, and pedagogically useful. Understanding the disciplines entrusted to schools (such as mathematics, writing, reading) as living inheritances, not as inert, finished, static, manipulable objects, means that the work of the classroom requires getting in on the real, living conversations that constitute these disciplines as they actually function in the classroom. This view of curriculum as abundance has a profound effect on classroom practice. Curriculum in Abundance addresses curriculum and teaching topics such as mathematics, science, environmental education, social studies, language arts, and the arts curriculum; issues that arise from inviting student-teachers and practicing teachers into the idea of curriculum of abundance; the issue of information and communications technologies in the classroom; and the philosophical underpinnings of constructivism and the dilemmas it poses to thinking about curriculum in abundance. All of the chapters provide images of how to conduct interpretive research in the classroom. This critically important text for undergraduate and master's-level courses on curriculum methods, curriculum theory, teacher research, and philosophy of education speaks eloquently to students, teachers, teacher educators, and researchers across the field of education.

The Ecological Heart of Teaching is a collection of writings by teachers about their life in classrooms. Reflecting over three years of collective work, it illustrates how teachers, parents, and students can avoid some of the distractions and panic endemic to many schools, allowing them to focus thoughtfully on rigorous, beautiful work. It draws on ecological thinking, Buddhism, and hermeneutics to provide deeper, richer, and more abundant sources for teaching, thinking, and practice, and shows how these three lineages provide keys to decode the current malaise that surrounds schooling. The book will be valuable to beginning and experienced teachers and administrators, as well as to parents and anyone involved in stepping away from the exhausting industrial images and ideas that have turned schooling into an ecological and intellectual disaster. For those interested in interpretive research and life-writing, the book provides a wide array of examples; it is a valuable resource for undergraduate classes in curriculum and teaching, as well as graduate research methods courses interested in new forms of thinking and writing.

This text articulates how and why suffering can be pedagogical in character and how it is often key to authentic and meaningful acts of teaching and learning. This is an ancient idea from the Greek tragedies of Aeschylus (c. 525 BCE) - pathei mathos or "learning through suffering". In our understandable rush to ameliorate suffering at every turn and to consider every instance of it as an error to be avoided at all costs, we explore how the pedagogy that can come from suffering becomes obscured and something vital to a rich and vibrant pedagogy can be lost. This collection threads through education, nursing, psychiatry, ecology, and medicine, through scholarship and intimate breaths, and blends together affinities between hermeneutic conceptions of the cultivation of character and Buddhist meditations on suffering and its locale in our lives. This book will be useful for graduate courses on hermeneutic research in education, educational psychology, counseling, and nursing/medicine.

This book is about an ecological-interpretive image of "the basics." Essays detailing everyday, lived events in classroom life are presented to help readers see beneath the surface ordinariness of these events to uncover and examine the underlying complex and contested meanings they contain. Readers are invited to imagine what would happen to our understanding of teaching and learning if we stepped away from the image of basics-as-breakdown under which education labors today - an image of fragmentation, isolation, and the consequent dispensing, manipulation and control of the smallest, simplest, most meaningless bits and pieces of the living inheritances that are entrusted to teachers and learners in schools. By involving readers in re-thinking the idea of the "basics" in educational theory and practice, this book offers a more generous, rigorous, difficult, and pleasurable image of what this term might mean in the living work of teachers and learners. This is a valuable text for practicing teachers and student-teachers interested in re-imagining what is basic to their work and the work of their students. It also provides examples of interpretive inquiry that will be helpful for graduate students and scholars in the areas of curriculum, teaching, and learning who are interested in pursuing this form of research and writing. The Second Edition: is guided by the view that thinking the world together is a form of ecological thinking adds chapters that take up the ecological aspects of this vision, the hermeneutic aspects, and curricular aspects in the areas of mathematics, reading and writing, and social studies; included also are chapters on child development, information and communications technologies, and more proposes a version of "the basics" that asks teachers to be public intellectuals who think about the world, who think about the knowledge we have inherited and to which we are offering our students living, breathing access

This text is a collection of essays by noted curriculum scholar and philosopher of education, David W. Jardine. It ranges over twenty?five years of work with teachers and students in schools. The main purpose of these essays is to provide teachers with new ways of thinking about their circumstances that side step some of the panic and exhaustion that is all too typical of many school settings. Using ideas and images from Buddhism, ecological thinking, and hermeneutics, the author shows how these lineages help with the practical work of thinking and acting differently regarding the knowledge entrusted to teachers and students in schools. It offers the image of living fields of relations as an alternative to the fragmented, industrial?assembly machinations that drive much curriculum thinking and practice. It roots this alternative in solid scholarly work, both inside and outside of the orbit of educational literature. This book can provide encouragement and example to those working in schools who have sensed the shifting of human consciousness and conscience over the past decades towards issues of sustainability, interrelatedness, diversity, ancestry, ecological well?being, and dependent co?arising. It provides solid classroom?based examples coupled with substantial scholarly delving into the roots of such work in long?standing streams of thinking that are born outside of the usual orbits of educational theory and practice, but that provide that practice with a refuge and a relief and an alternative. This book can also provide examples to those doing graduate work in education of how interpretive research into classrooms can be conducted, and how this work is must be solid, well?rooted, scholarly and meticulously thought out. It is useful as a handbook and sourcebook for interpretive research or hermeneutic research, and provides a wide array of sources and themes for the conduct of such work.

The idea of fragmentation has transformed the living, convivial pursuit of knowledge into something akin to an industrial assembly line. Schooling in North America is inherently based on this idea, working against the spirit of pedagogy and the very nature of knowledge itself. Fragmentation has lead to practices that are easily recognizable in schools such as surveillance, colonization, leveling, standardization, normalization and even oppression: the logic of fragmentation has lead to the breaking apart of the living disciplines of knowledge entrusted to teachers and students in the classroom.
In this profound and challenging book, David Jardine explores some of the historical and philosophical ancestries of the logic of fragmentation and then lays out how the logic of fragmentation is being interrupted by progressive contemporary thinking about the nature of knowledge and its pursuit. Jardine uses real classroom examples to show how inspiring teachers and students have stepped out from the normal rigidity of the school system to pursue a pedagogy left in peace.