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Showing 1 - 8 of
8 matches in All Departments
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Machines (Hardcover)
Abraham P. DeLeon; Series edited by Richard Diem, Jeff Passe
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R2,993
Discovery Miles 29 930
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Ships in 12 - 17 working days
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This book is about machines: those that have been actualized,
fantastical imaginal machines, to those deployed as metaphorical
devices to describe complex social processes. Machines argues that
they transcend time and space to emerge through a variety of spaces
and places, times and histories and representations. They are such
an integral fabric of daily reality that their disappearance would
have immediate and dire consequences for the survival of humanity.
They are part and parcel to our contemporary social order. From
labor to social theory, art or consciousness, literature or
television, to the asylums of the 19th century, machines are a
central figure; an outgrowth of affective desire that seeks to
transcend organic limitations of bodies that whither, age and die.
Machines takes the reader on an intellectual, artistic, and
theoretical journey, weaving an interdisciplinary tale of their
emergence across social, cultural and artistic boundaries. With the
deep engagement of various texts, Machines offers the reader
moments of escape, alternative ways to envision technology for a
future yet to materialize. Machines rejects the notion that
technological innovations are indeed neutral, propelling us to
think differently about those "things" created under specific
economic or historical paradigms. Rethinking machines provides a
rupture to our current technocratic impetus, shining a critical
light on possible alternatives to our current reality. Let us sit
back and take a journey through Machines, holding mechanical parts
as guides to possible alternative futures.
In the first edition of this book published in 1988, Shirley Engle
and I offered a broader and more democratic curriculum as an
alternative to the persistent back-to-the-basics rhetoric of the
'70s and '80s. This curriculum urged attention to democratic
practices and curricula in the school if we wanted to improve the
quality of citizen participation and strengthen this democracy.
School practices during that period reflected a much lower priority
for social studies. Fewer social studies offerings, fewer credits
required for graduation and in many cases, the job descriptions of
social studies curriculum coordinators were transformed by changing
their roles to general curriculum consultants. The mentality that
prevailed in the nation's schools was "back to the basics" and the
basics never included or even considered the importance of
heightening the education of citizens. We certainly agree that
citizens must be able to read, write and calculate but these
abilities are not sufficient for effective citizenship in a
democracy. This version of the original work appears at a time when
young citizens, teachers and schools find themselves deluged by a
proliferation of curriculum standards and concomitant mandatory
testing. In the '90s, virtually all subject areas including United
States history, geography, economic and civics developed curriculum
standards, many funded by the federal government. Subsequently, the
National Council for the Social Studies issued the Social Studies
Curriculum Standards that received no federal support.
Accountability, captured in the No Child Left Behind Act passed by
Congress, has become a powerful, political imperative that has a
substantial and disturbing influence on the curriculum, teaching
and learning in the first decade of the 21st century.
A volume in International Social Studies Forum: The Series Series
Editors Richard Diem, University of Texas at San Antonio and Jeff
Passe, University of North Carolina, Charlotte January 2009 marked
the 25th anniversary of one of the most famous three minutes of
television history. It was during half-time of the 1984 Super Bowl
that APPLE show cased its new Macintosh Computer in an avant-guard
commercial. In the following three weeks sales of the new computer,
in both the public and private sectors, took off leading some to
note this occasion as the "true" start of the information age. At
the same time schools joined this so-called information revolution
and began to use the new technology, in various forms, in a much
more serious manner. Given both the changing nature of technology,
as well as its classroom applications, over the past quarter
century this work's goal is to capture the historical trends of
both use and application of information technology in the social
studies during this era. This is done by providing a retrospective
view, from 1984 through 2009, of where we've been, where we are,
and a view of new tools and strategies and possible studies that
are emerging that can enhance our understanding of the effects that
technology has and will have on the social studies.
Published in 1988, this bibliography focuses on four main areas;
descriptions of the computer and its effects on human thinking and
learning, computers in teaching situations, problems arising from
the use of computers, and examinations of the future use of
computers in education. Publications with relevant information are
included, and in some cases studies have been annotated to provide
more information on the citation. The bibliography presents
researchers with a listing of primary and secondary sources
detailing the role of the computer in education from 1975 to 1986.
Short term, as well as longitudinal works are included, across all
formats including articles, reviews, dissertations and books.
Published in 1988, this bibliography focuses on four main areas;
descriptions of the computer and its effects on human thinking and
learning, computers in teaching situations, problems arising from
the use of computers, and examinations of the future use of
computers in education. Publications with relevant information are
included, and in some cases studies have been annotated to provide
more information on the citation. The bibliography presents
researchers with a listing of primary and secondary sources
detailing the role of the computer in education from 1975 to 1986.
Short term, as well as longitudinal works are included, across all
formats including articles, reviews, dissertations and books.
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Machines (Paperback)
Abraham P. DeLeon; Series edited by Richard Diem, Jeff Passe
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R1,354
Discovery Miles 13 540
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Out of stock
|
This book is about machines: those that have been actualized,
fantastical imaginal machines, to those deployed as metaphorical
devices to describe complex social processes. Machines argues that
they transcend time and space to emerge through a variety of spaces
and places, times and histories and representations. They are such
an integral fabric of daily reality that their disappearance would
have immediate and dire consequences for the survival of humanity.
They are part and parcel to our contemporary social order. From
labor to social theory, art or consciousness, literature or
television, to the asylums of the 19th century, machines are a
central figure; an outgrowth of affective desire that seeks to
transcend organic limitations of bodies that whither, age and die.
Machines takes the reader on an intellectual, artistic, and
theoretical journey, weaving an interdisciplinary tale of their
emergence across social, cultural and artistic boundaries. With the
deep engagement of various texts, Machines offers the reader
moments of escape, alternative ways to envision technology for a
future yet to materialize. Machines rejects the notion that
technological innovations are indeed neutral, propelling us to
think differently about those "things" created under specific
economic or historical paradigms. Rethinking machines provides a
rupture to our current technocratic impetus, shining a critical
light on possible alternatives to our current reality. Let us sit
back and take a journey through Machines, holding mechanical parts
as guides to possible alternative futures.
A volume in International Social Studies Forum: The Series Series
Editors Richard Diem, University of Texas at San Antonio and Jeff
Passe, University of North Carolina, Charlotte January 2009 marked
the 25th anniversary of one of the most famous three minutes of
television history. It was during half-time of the 1984 Super Bowl
that APPLE show cased its new Macintosh Computer in an avant-guard
commercial. In the following three weeks sales of the new computer,
in both the public and private sectors, took off leading some to
note this occasion as the "true" start of the information age. At
the same time schools joined this so-called information revolution
and began to use the new technology, in various forms, in a much
more serious manner. Given both the changing nature of technology,
as well as its classroom applications, over the past quarter
century this work's goal is to capture the historical trends of
both use and application of information technology in the social
studies during this era. This is done by providing a retrospective
view, from 1984 through 2009, of where we've been, where we are,
and a view of new tools and strategies and possible studies that
are emerging that can enhance our understanding of the effects that
technology has and will have on the social studies.
In the first edition of this book published in 1988, Shirley Engle
and I offered a broader and more democratic curriculum as an
alternative to the persistent back-to-the-basics rhetoric of the
'70s and '80s. This curriculum urged attention to democratic
practices and curricula in the school if we wanted to improve the
quality of citizen participation and strengthen this democracy.
School practices during that period reflected a much lower priority
for social studies. Fewer social studies offerings, fewer credits
required for graduation and in many cases, the job descriptions of
social studies curriculum coordinators were transformed by changing
their roles to general curriculum consultants. The mentality that
prevailed in the nation's schools was ""back to the basics"" and
the basics never included or even considered the importance of
heightening the education of citizens. We certainly agree that
citizens must be able to read, write and calculate but these
abilities are not sufficient for effective citizenship in a
democracy. This version of the original work appears at a time when
young citizens, teachers and schools find themselves deluged by a
proliferation of curriculum standards and concomitant mandatory
testing. In the '90s, virtually all subject areas including United
States history, geography, economic and civics developed curriculum
standards, many funded by the federal government. Subsequently, the
National Council for the Social Studies issued the Social Studies
Curriculum Standards that received no federal support.
Accountability, captured in the No Child Left Behind Act passed by
Congress, has become a powerful, political imperative that has a
substantial and disturbing influence on the curriculum, teaching
and learning in the first decade of the 21st century.
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