ISBN:
9789462090897
Language:
English
Pages:
Online-Ressource (VIII, 86 p, digital)
Series Statement:
SpringerLink
Series Statement:
Bücher
Series Statement:
Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
Parallel Title:
Erscheint auch als Shifting Strands: Curriculum Theory for a Democratic Age
Keywords:
Curriculum planning
;
Education
;
Education
;
Lehren
;
Lernen
;
Curriculum
;
Gesellschaft
;
Theorie
Abstract:
Preliminary Material -- Making Changes Happen in Terra Incognita -- Mediating the Complexity of Teaching and Learning -- Surf's up -- Practical Applications to Pedagogy -- Occupy Education -- Last Thoughts -- References.
Abstract:
In this the sixth book of a series of exploratory and cautionary tales, Griffith revisits the sites of reflective knowledge and practical experiences that have been our historical presuppositions, and which are now in the process of flux and change. As in his previous books, historical discourse, what we know and can know about the past, is used as the baseline for understanding. This is an ongoing process, where ideas are considered, used to interact with other ideas, and then, among communities of learners, are incorporated, supplanted, or rejected. This is more than a dialectical process because it is based in human action. In education, broadly speaking, we have taught and have learned that this was a linear, rational path that could be mapped, but in today’s fragmented, decentered world of difference we can no longer be certain that our presuppositions hold or apply. Using the analogy of shifting strands, this book provides a way of coming to understand, rather than a way of knowing. It suggests that our emerging paradigm will be grounded in presuppositions that are relative to person, place, and time and that certainty may be illusive. The role of introducing ideas like these in a mass capitalist democracy such as ours is a staggering challenge, and it is one that has fallen to educators whether they wish it or not. Shifting Strands challenges both teachers and learners to take up the torch and run with it. This can be accomplished by thinking in a way that is both historical and philosophical; one that understands that learning occurs when we understand where our learners are situated in terms of place and thought. Thinking and knowing about the world is relative to who you are and your ability to thinking in a critical and reflexive way. This is only the first part of the challenge. The second, and no less important, task is for you to realize the power of our polymodal world. Increasingly, we rely on social networks in our decision-making and retreat from the more difficult process of negotiation and interaction, but it is this process that schooling must explore and practice. Our world is paradoxical. There are few, if any, certainties and the trip to understanding our reasons for believing and acting as we do is one with many different routes. It is an exciting time, full of possibility and open to the maverick in you, and open to your creative spirit. Come along for the ride
Description / Table of Contents:
SHIFTING STRANDS:Curriculum Theory for a Democratic Age; TABLE OF CONTENTS; INTRODUCTION: First Thoughts; CHAPTER ONE: MAKING CHANGES HAPPEN IN TERRA INCOGNITA: A Process of Re-enactment; Speculum Philosophica; A Prelude in H; Complexity; So that we can as-if; Re-enacting; Which Road to Take?; An Example; And so to Praxis what we Believe; CHAPTER TWO: MEDIATING THE COMPLEXITY OFTEACHING AND LEARNING; SHIFTING; Artifacts; Sifting and Blurring; Flashing-back; Historiographies; Choosing to Re-enact; To Decide…or Not; Threading: The Positivist Sense of ""Problem""
Description / Table of Contents:
Fordism and Post-Fordism as Problematic ThreadsStrands of Positivism, Deconstruction, and Paradigms; The ""Problem"" Appears to Shift Further; Perceived links; Tell me a Story; We Share; We Think; Interconnectedness; Cautionary Tales, Continued; Link to the Past; Finding Meaning; CHAPTER THREE: SURF'S UP; Being Digital: A Metaphor for our Time; Steep Waves; To Memorize or not to Memorize, is that the Question?; Diverging from the Norm; I'm on that 30 Foot Wave!; Up on the Curl; Pipeline; A Beginning; So Last Century; Borderlands; Leaving Safe Harbor; Surfing with William Gibson: A Temporality
Description / Table of Contents:
Let's Swerve AgainFluidity; Riptide; CHAPTER FOUR: PRACTICAL APPLICATIONS TO PEDAGOGY; Pass the Popcorn; Reading Ourselves; A Circling Thread: Seminalities; A Mind Walk; The Path Forks; A Shifting Landscape; In this Polymodal World; Polymodalities; Teaching and Learning are Threaded in an As-ifing Weave; Our Translucent Walls; Circling Thoughts; Cyber What?; Transposing to a New Enlightenment; And so, to Write; Polymodal Discoursing; These are Polymodal Possibilities; Shifts and Sifts; To As-if; Other Keys, Other Voices; We have a Problem; CHAPTER FIVE: OCCUPY EDUCATION; Occupy Education
Description / Table of Contents:
Musical DemocracyCollaboration; Why Social is the Answer; There is always a Storyline that takes on a Life of its own; On Myth Making; Myth 1: You can't Improve Public Education; Myth 2: Life begins at 5; Myth 3: Teachers don't think for themselves; Myth 4: Teachers won't work hard unless forced; Where can we Begin?; Curriculum Theory for a Democratic Age; Quantum Thinking; It's all Relative, My Dear Watson; The Tide is Coming in; Shifting the Paradigm; Community; Going Digital, Rapidly; Wasting Time; Who's Going to Win in the 21st Century?; LAST THOUGHTS; REFERENCES
Note:
Includes bibliographical references
DOI:
10.1007/978-94-6209-089-7
URL:
Volltext
(lizenzpflichtig)
URL:
Volltext
(lizenzpflichtig)
Permalink
