Beschreibung
Contrasting Arguments: The Culture War and The Clash in Education is a small study that presents the variable story of the culture wars and the clash in education from the point of view of the principle actors on the two sides. This makes it a very different story from the one told by their disciples and followers in the schools of education. Indeed, the two are diametrical opposites of one another. According to the main actors, the root of the contemporary culture clash goes back to the Enlightenment and beyond that to the historical Socrates and the platonic dialogues, dramatizing his form of teaching and the issues it raises and are still disputed by the best thinkers on the traditional side. Tolstoy's critique of the traditional school in the Europe of his day is well known to the literate public. And Goethe famously greeted the Encyclopedie as "a dark, sumerian corpse-like affair," from which life, color, and spirit have been drained off. What, then, were the issues down deep and on a more fundamental level? With this the main issue comes to light on the level of pure theory. These issues are: (1) The subject-object distinction deriving from Hegel, (2) The nature of human consciousness either as perception or as experience, (3) The rejection of consciousness as an entirety and its acceptance by the other side from Gramsci and Freire to Bruner and associates, (4) The consequent development of a theory of instruction (to use Bruner's phrase) and a craft of teaching, and (5) The phenomenon of "inversion" as explaining the moral force of the evangelical coming from the left. Each of these is taken out in a separate chapter devoted to the theme in question, with the appropriate title to guide the reader. The book closesby contrasting the productive and best in Britain with the best and most erudite of the conservative side in the United States for the readers of these two countries to make their choice as those in Italy and Brazil are invited to make theirs and cut through the culture clash. Contrasting Arguments is a must read for students of Goethe, Freire, Gramsci, Socraties, Bruner, Hegel, and beyond who are interested in how these great minds clash in our global education efforts.
Autorenporträt
Oscar Pemantle studied political science at Minnesota, Yale, and Berkeley with Mulford Sibley, Willmoore Kendall, and Sheldon Wolin, respectively. Students remember him as a "Magic Teacher" in his three years on the faculty of the University of California, Berkeley (Dept. of Rhetoric) and three more years in its adult Extension. Losing his eyesight, he could not finish his dissertation, Man and Movement: The Natural History of an Idea, despite encouragement and support from Sir Isaiah Berlin and E. H. Carr. He turned from textual analysis to the education of children, founding and for twenty years directing the very creative and thriving Black Pine Circle Day School in Berkeley, which he based on Socratic teaching. Pemantle went on to develop Socratic teacher training programs in California and Mexico. He is the founder and director of The Institute for Active Learning. He recently completed the first of a two-volume study, Who Killed Education?
Herstellerkennzeichnung:
BoD - Books on Demand
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