Lying about the Wolf: Essays in Culture and EducationMcGill-Queen's Press - MQUP, 01.03.1997 - 336 Seiten Solway explains that the current generation of students, raised in a nonhistorical and iconic environment, do not live in time as an emergent, continuous medium in which the complexities of experience are parsed and organized. Their psychological world is largely devoid of syntax - of causal, differential, and temporal relations between events. The result is precisely what we see about us: a cultural world characterized by a vast subpopulation of young (and not so young) people for whom the past is an unsubstantiated rumour and the future an unacknowledged responsibility. Solway claims that contemporary educators have become cultural speculators who disregard a basic truth about how the mind develops: that it needs to be grounded in reality and time. In education, as in almost every other cultural institution, the sense of reality and the dynamic of time have "virtually" disappeared, leading to the deep disconnectedness we experience on every level of "human grammar," from the organization of the community to the organization of the sentence. Lying about the Wolf is not only an exploration of current pedagogical issues but also, and perhaps primarily, a cultural analysis for which the subject of education provides a focus. Solway argues that we cannot hope to solve the educational problem unless we are prepared to deal with the larger cultural predicament. |
Im Buch
Ergebnisse 1-5 von 31
Seite 6
... speech , having read very little and reflected even less , not having enjoyed what Theodore Roszak calls the " Homeric interlude " or Umberto Eco describes as “ inferential walks in the cultural encyclopedia , ” cannot be expected to ...
... speech , having read very little and reflected even less , not having enjoyed what Theodore Roszak calls the " Homeric interlude " or Umberto Eco describes as “ inferential walks in the cultural encyclopedia , ” cannot be expected to ...
Seite 10
... speech which both supports and encompasses the structure of phrasal sequences . It implies substitution of lexical items and is the process whereby metaphor is generated . The horizontal or syntagmatic plane , subsumed under the heading ...
... speech which both supports and encompasses the structure of phrasal sequences . It implies substitution of lexical items and is the process whereby metaphor is generated . The horizontal or syntagmatic plane , subsumed under the heading ...
Seite 11
... Speech is then largely confined to the substitution of words by “ similarities ... of a metaphoric nature , ” since abstract or connective functions tend to disappear or grow increasingly tenuous . Now it is my contention that a ...
... Speech is then largely confined to the substitution of words by “ similarities ... of a metaphoric nature , ” since abstract or connective functions tend to disappear or grow increasingly tenuous . Now it is my contention that a ...
Seite 29
Du hast die Anzeigebeschränkung für dieses Buch erreicht.
Du hast die Anzeigebeschränkung für dieses Buch erreicht.
Seite 60
Du hast die Anzeigebeschränkung für dieses Buch erreicht.
Du hast die Anzeigebeschränkung für dieses Buch erreicht.
Inhalt
3 | |
5 | |
2 Dead Teachers Society | 32 |
3 Balnibarbian Architecture | 41 |
4 The Anecdotal Function | 68 |
5 What about Food? | 78 |
6 Script and Nondescript | 94 |
7 The Bipolar Paradigm | 108 |
8 Charlie Dont Surf | 136 |
9 Teaching Down or Learning Up | 153 |
Notes | 189 |
Andere Ausgaben - Alle anzeigen
Häufige Begriffe und Wortgruppen
analysis argues attitude authority become called classroom cognitive communication competence condition contemporary continue course cultural desire discipline discourse effect effort essential event example existence expected experience expression fact function genuine given grammatical human ideas important individual instruction intellectual interesting issue Jacques John kind knowledge language leads learning less letter linguistic live material matter means memory merely metaphor mind mode narrative nature object pedagogical performance perhaps possible practice precisely present principle problem production programs question reader reading reason reference reflect reform regard relation remains requires respect response seems sense sentence situation skills social society speech structure suggests teacher teaching temporal theory things thinking thought tion turn understanding University Press writing York