Education, Modernity, and Fractured Meaning: Toward A Process Theory of Teaching and Learning

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SUNY Press, Jan 1, 1989 - Education - 261 pages
An indictment of the ideology of modernity, which has resulted in our leading incoherent and fragmented lives, Oliver and Gershman's book explores the profound paradigmatic differences that exist among the world's people and describes a rich theory of knowing and being, commonly called "process philosophy." The promise of process philosophy is in its potential to allow us to participate more fully in the flow of all of time and nature. But what does it mean for a teacher and student in the learning situation to have a process point of view? The authors also discuss many of the various implications in regard to language, space, power relationships, and time as they place process philosophy in the educational context.
 

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Contents

Prologue and Introduction
5
Modernity Fragmentation and Cultural Balance
11
Cosmology
33
Introduction and Overview
34
Categories of the Whole
37
Cosmology
55
Cosmology as Curriculum
65
Process Cosmology
93
Whiteheads Process Cosmology
115
The Moral Basis of Process Education Intimacy Intensity and Balance
131
Process and Education
155
Introduction and Overview
156
Teaching and Learning Within the Occasion Notes on Process Education
161
The Current Context of Process Education
205
Notes
241
Index
259

Introduction and Overview
94
From Scientific Modernity Toward a Process Universe
99

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