Epistemology and the Predicates of Education: Building Upon a Process Theory of Learning

Description

Exploring the predicates of education from theoretical, practical and historical perspectives, this book revalorizes the central role of the humanities in the ethical and aesthetic formation of the individual. This book considers timely questions of process and epistemology in today’s academy. It examines the subject of learning as it arises in the individual, is defined by educators, and is conceived by society at large. In attempting to formulate a lingua franca for contemporary pedagogy, the book highlights the concrete activities of educators and students and the qualities that emerge in the educational process. By synthesizing the writings of educational theorists working in different fields―philosophy, psychology, anthropology and more―Epistemology and the Predicates of Education highlights the transformational nature of knowledge and its capacity to invigorate the student through the practice of self-inquiry. The analytical and focused research offered in Epistemology and the Predicates of Education will be of interest to researchers, academics and postgraduate students in the fields of philosophy of education and higher education. Cover Half Title Series Page Title Page Copyright Page Contents List of Figures List of Tables Acknowledgements Introduction 1 Whitehead, Bateson and Readings and the Predicates of Education 2 Constructivist Pedagogy and Symbolism 3 Contemporary Approaches to a Pedagogy of Process 4 The Art of Language Instruction as Interdisciplinary Paradigm 5 Gaps, Faith and Analogical Thinking 6 Ethics, Virtues, Rights 7 Deep Structures, Narrative and the Humanistic Academy Conclusion References Index