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The Challenges of Ivan Illich
This unique collection examines the man Utne Reader has called "the greatest social critic of the twentieth century." The essays—all by people Illich has influenced personally—discuss how his life and thought have affected conceptualization, study, and practice of psychotherapy, notions about education, ideas concerning the historical development of the text, perceptions of technology, as well as other topics. All of Illich's books are discussed and his ideas on education, theology, technology, anarchism, and society are examined in relationship to those of René Girard, Karl Polanyi, Emmanuel Levinas, and Jacques Ellul. Illich's previously unpublished paper offering a new view of conspiracy in European history is included.
Middle School Curriculum Instruction and Assessment
This handbook explores the curriculum, instruction and assessment used in middle schools. The essays cover: curriculum integration - history and research; the relationship between middle grades teacher certification and teaching practices; and cohorts in middle level teacher preparation.
Educational Experience as Lived: Knowledge, History, Alterity
In this volume, Pinar enacts his theory of curriculum, detailing the relations among knowledge, history, and alterity. The introduction is Pinar’s intellectual life history, naming the contributions he has made to understanding educational experience. Study is the center of educational experience, as he demonstrates in the opening chapter. The alterity of educational experience is evident in his conceptions of disciplinarity and internationalization, interrelated projects of historicization, dialogical encounter, and recontextualization. By reactivating the past, not by instrumentalizing the present, we can find the future, explicated in his studies of the Eight-Year Study, the Tyler Rationale, and the gendering and racialization of U.S. school reform. The interrelation of race and gender is emphasized in the chapters on Ida B. Wells and Jane Addams. The technologization of education is critiqued through analysis of the achievements of George Grant and Pier Paolo Pasolini. The educational project of subjective and social reconstruction is explored through study of Musil’s essayism, a genre that corrects the problems accompanying ethnography and created by identity politics.
Education 2.0
Thirty years of spirited school reforms have failed to improve our schools and instead have left our public school systems in disarray. Meanwhile, employment prospects for high school and college graduates are fading, and the public is losing faith in its schools. The education paradigm inherited from the Industrial Era is in crisis. In the last decade, however, the Internet and new Web 2.0 technologies have placed the entirety of human knowledge in the hands of everyone. What will our educational institutions make of this unprecedented flood of Web-based learning resources? How can schools be transformed to accommodate the new possibilities for personal and social learning? Leonard Waks gathers all the pieces of our current educational puzzle together in this groundbreaking book. Drawing on new organizational models grounded in complexity theory, Waks maps out an inspiring new paradigm for education in the Internet age, and connects all the dots in constructing detailed models for new schools-now transformed into "open learning centers." Finally, Waks details action steps readers can take to speed this transformative process along in their own locations.
Leaders in Philosophy of Education
Since the 1960s we have witnessed the development of philosophy of education as a vital intellectual field. Beginning with the work of Israel Scheffler at Harvard, and spreading rapidly to the United Kingdom under the influence of R.S. Peters and Paul Hirst at the London Institute of Education, analytical philosophers of education worked toward a new understanding of such central educational concepts as teaching, learning, explanation, curriculum, aims and objectives, freedom and authority, equality and liberal education. They also examined theoretical issues in educational research and critiqued reigning ideas in educational psychology. By the 1970s interest in the analysis of educational c...
Europe, America, and Technology: Philosophical Perspectives
As Europe moves toward 1992 and full economic unity, and as Eastern Europe tries to find its way in the new economic order, the United States hesitates. Will the new European economic order be good for the U.S. or not? Such a question is exacerbated by world-wide changes in the technological order, most evident in Japan's new techno-economic power. As might be expected, philosophers have been slow to come to grips with such issues, and lack of interest is compounded by different philosophical styles in different parts of the world. What this volume addresses is more a matter of conflicting styles than a substantive confrontation with the real-world issues. But there is some attempt to be con...
