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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.
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