Details

Subject(s)

• Education—Philosophy [Browse]
• Education—Curricula—Philosophy [Browse]
• Ecology [Browse]
• Hermeneutics [Browse]

Series

• Counterpoints (New York, N.Y.); v. 77. [More in this series]
• Counterpoints ; vol. 77

Summary note

This collection of essays explores the affinities between curriculum theory, hermeneutics, and ecology. Some of the historical origins of modernist curriculum, such as the works of Rene Descartes, Immanuel Kant, and Jean Piaget, are critiqued. The works of major figures in the interpretive paradigm, such as Ludwig Wittgenstein, Edmund Husserl, Martin Heidegger, and Hans-Georg Gadamer, are used to unearth a more generous, more ecologically sane understanding of curriculum and our lives with children.

Bibliographic references

Includes bibliographical references (p. [151]-155).

Contents

• Awakening from Descartes's nightmare: on the love of ambiguity in phenomenological approaches to education
• "The fecundity of the individual case": considerations of the pedagogic heart of interpretive work
• On the humility of mathematical language
• "To dwell with a boundless heart": on the integrated curriculum and the recovery of the earth
• "A bell ringing in the empty sky"
• Immanuel Kant, Jean Piaget, and the rage for order: ecological hints of the colonial spirit in pedagogy
• Student teaching, interpretation, and the monstrous child
• Wild hearts, silent traces, and the journeys of lament
• American dippers and Alberta winter strawberries.

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Other title(s)

Essays in curriculum theory, hermeneutics, and the ecological imagination

ISBN

082043941X

LCCN

^^^97032372^

OCLC

37792403

RCP

H - S

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