Education, Modernity, and Fractured Meaning: Toward A Process Theory of Teaching and LearningAn 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. |
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 |
259 | |
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Common terms and phrases
abstract actual entity Alfred North Whitehead apprehend aspects become behavior broader called Carini Christopher Alexander conception concrescence conduit metaphor connection consciousness construction construed create creative culture curriculum D. H. Lawrence David Ray Griffin describe domains ecology environment eternal objects example existence experience fact feel framework holarchy Hopi Hopi language human potential movement Ibid idea imagination individual integrated Judeo-Christian knowledge language learning living machine material matter meaning system metaphor metaphysics mind modern cosmology moral move movement nature objectified one's ontological knowing organism paradigm participation particles pattern person philosophy physical plants postmodern prehensions primitive problem Process and Reality process cosmology Process Education process philosophy reality relationships religion requires schools scientific sense separate significant simply social society space specific student symbols Taiowa teacher teaching technical knowing theory things thought tion transformation underlying understanding unity universe vision Whitehead whole Wintu