|
Showing 1 - 7 of
7 matches in All Departments
One day in 1938, John Dewey addressed a room of professional
educators and urged them to take up the task of "finding out just
what education is." Reading this lecture in the late 1940s, Philip
W. Jackson took Dewey's charge to heart and spent the next sixty
years contemplating his words. The stimulating result of a lifetime
of thinking about educating, What Is Education? is a profound
philosophical exploration of how we transmit knowledge in human
society and how we think about accomplishing that vital task. Most
contemporary approaches to education follow a strictly empirical
track, aiming to discover pragmatic solutions for teachers and
school administrators. Jackson argues that we need to learn not
just how to improve on current practices but also how to think
about what education means--in short, we need to answer Dewey by
constantly rethinking education from the ground up. Guiding us
through the many facets of Dewey's comments, Jackson also calls on
Hegel, Kant, and Paul Tillich to shed light on how a society does,
can, and should transmit truth and knowledge to successive
generations. Teasing out the implications in these thinkers' works
ultimately leads Jackson to the conclusion that education is at
root a moral enterprise. At a time when schools increasingly serve
as a battleground for ideological contests, What Is Education? is a
stirring call to refocus our minds on what is for Jackson the
fundamental goal of education: making students as well as
teachers--and therefore everyone--better people.
Since its first appearance, Life in Classrooms has established
itself as a classic study of the educational process at its most
fundamental level. The book's aim is to encourage researchers to
examine more deeply the dynamics of classroom learning, the
cornerstone of educational change. Focusing on elementary
classrooms, chapters include: The Daily Grind, Students' Feelings
about School, Involvement and Withdrawal in the Classroom,
Teachers' Views, The Need for New Perspectives.
One day in 1938, John Dewey addressed a room of professional
educators and urged them to take up the task of "finding out just
what education is." Reading this lecture in the late 1940s, Philip
W. Jackson took Dewey's charge to heart and spent the next sixty
years contemplating his words. The stimulating result of a lifetime
of thinking about educating, " What Is Education?" is a profound
philosophical exploration of how we transmit knowledge in human
society and how we think about accomplishing that vital task. Most
contemporary approaches to education follow a strictly empirical
track, aiming to discover pragmatic solutions for teachers and
school administrators. Jackson argues that we need to learn not
just how to improve on current practices but also how to think
about what education means--in short, we need to answer Dewey by
constantly rethinking education from the ground up. Guiding us
through the many facets of Dewey's comments, Jackson also calls on
Hegel, Kant, and Paul Tillich to shed light on how a society does,
can, and should transmit truth and knowledge to successive
generations. Teasing out the implications in these thinkers' works
ultimately leads Jackson to the conclusion that education is at
root a moral enterprise. At a time when schools increasingly serve
as a battleground for ideological contests, "What Is Education?" is
a stirring call to refocus our minds on what is for Jackson the
fundamental goal of education: making students as well as
teachers--and therefore everyone--better people.
In what may be Philip Jackson's best work yet, readers are taken on
a fascinating journey into the mind of John Dewey. By analyzing
Dewey's attempts to revise the introduction to one of his most
important books, Experience and Nature, Jackson explores Dewey's
efforts (both intellectually and emotionally) to explain the
all-important relationship between philosophy and human affairs.
This story of Dewey's life-long struggle with a complex
philosophical question (one that continues to challenge
philosophers today) is also the story of Jackson's own struggle to
understand Dewey's quest. Written for anyone interested in
philosophy or the writings of Dewey, this engaging book is
essential reading for understanding the philosophic method and the
philosopher's task of inquiry.
What do the arts have to teach us about how to live our lives? How
can teachers use art's "lessons" to improve their teaching? This
provocative book examines John Dewey's thinking about the arts and
explores the practical implications of that thinking for educators.
Philip W. Jackson draws on Art as Experience, the philosopher's
only book on the subject, and less well-known observations
scattered throughout Dewey's writings to consider the nature and
power of art and its relation to education. For those unacquainted
with Dewey's thought as well as for Dewey specialists, this book
provides rich insights into how the arts might inform educational
practice. Jackson introduces the basics of Dewey's aesthetic theory
and then looks at the ways in which single works of art can
profoundly affect the individuals who either make them or come to
them as readers, listeners, or spectators. He considers the
experiences of many writers-music and art critics, authors of
self-help books, poets, and philosophers-to explore the
transformative power of the experience of art. In a concluding
chapter on the educational relevance of Dewey's views, the author
focuses on two instances of flawed educational practice, showing
how a more conscientious application of Dewey's view of the arts
could have improved the learning experience.
In what may be Philip Jackson's best work yet, readers are taken on
a fascinating journey into the mind of John Dewey. By analyzing
Dewey's attempts to revise the introduction to one of his most
important books, Experience and Nature, Jackson explores Dewey's
efforts (both intellectually and emotionally) to explain the
all-important relationship between philosophy and human affairs.
This story of Dewey's life-long struggle with a complex
philosophical question (one that continues to challenge
philosophers today) is also the story of Jackson's own struggle to
understand Dewey's quest. Written for anyone interested in
philosophy or the writings of Dewey, this engaging book is
essential reading for understanding the philosophic method and the
philosopher's task of inquiry.
The purpose of the national Society for the Study of Education is
to encourage serious study of educational problems and to make the
results of such study available through its publications as a basis
for informed discussion of the issues.
|
|