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The hazard called education by Joseph Agassi : essays, reviews, and dialogues on education from forty-five years /
Joseph Agassi is known primarily among fellow academics as an exemplary historian and philosopher of science; an ardent critic and disciple of Karl Popper; a critical admirer of the work of Michael Polanyi; and a Socratic fly with the 'sting of a bee' for all those who wear the intellectua...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Rotterdam :
Sense Publishers,
[2014]
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 4 | |a The hazard called education by Joseph Agassi : |b essays, reviews, and dialogues on education from forty-five years / |c edited by Ronald Swartz, Sheldon Richmond. |
| 264 | 1 | |a Rotterdam : |b Sense Publishers, |c [2014] | |
| 264 | 4 | |c ©2014 | |
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| 520 | |a Joseph Agassi is known primarily among fellow academics as an exemplary historian and philosopher of science; an ardent critic and disciple of Karl Popper; a critical admirer of the work of Michael Polanyi; and a Socratic fly with the 'sting of a bee' for all those who wear the intellectual fashions of the day. To most of Agassi's students he is known primarily as an exemplary model of the Socratic teacher. The question of most urgency for educators today who care about the intellectual development of students is: How do we make ready our educational institutions for more Socratic teachers? The philosophical or theoretical question is: Why do we want Socratic teachers? In outline, of the many of Agassi's educational essays selected for this book, Agassi answers those questions: authoritarianism (or anti-democracy) blocks the democratic reform of educational institutions where Socratic teachers and students could find a safe haven; and, Socratic teaching is the main anti-dote to authoritarianism. The removal of authoritarianism from education also removes the hazard that education has become to students; to their happiness, creativity, and dignity as autonomous individuals. | ||
| 504 | |a Includes bibliographical references at the end of each chapters. | ||
| 505 | 0 | |a TABLE OF CONTENTS -- ACKNOWLEDGMENTS -- PREFACE 1 -- PREFACE 2: TOWARDS CREATING A CURRICULUM FOR AUTONOMOUS LEARNERS: AN EMAIL DIALOGUE -- FOREWORD -- INTRODUCTION TO THE HAZARD CALLED EDUCATION: TOWARDS A SOCRATIC EDUCATIONAL PHILOSOPHY -- OUTLINE FOR TOWARDS A SOCRATIC EDUCATIONAL PHILOSOPHY -- I. PRELIMINARY REMARKS ABOUT THE EDUCATIONAL PROBLEM OF AVOIDING AVOIDABLE SUFFERING -- II. TRADITIONAL EDUCATION AND ITS POSSIBLE CONTRIBUTION TO SOME STUDENTS� SUICIDES -- III. ON BOREDOM AND BEWILDERMENT IN TRADITIONAL EDUCATIONAL PROGRAMS | |
| 505 | 8 | |a IV. SCIENCE AS A RACE-COURSE WHERE EDUCATION BECOMES A MEANS FOR TRYING TO WIN PRIZESV. THOUGHTS ABOUT MY EARLY ENCOUNTERS WITH AGASSI -- VI. SOCRATES ON WISDOM -- VII. ON THE MYTH OF THE SUBJECT -- VIII. AGAINST INTELLECTUAL TYRANNY IN SCHOOLS -- IX. SCIENCE EDUCATION AS THE ACCEPTANCE OF THE RULING DOGMA OF THE DAY -- X. REMEMBERING THE EDUCATIONAL WORK OF HOMER LANE AND A.S. NEILL -- XI. AGASSI REMEMBERS HOMER LANE -- XII. JOHN DEWEY AND ALAN RYAN ON SUMMERHILL STYLE SCHOOLS -- XIII. THE SOCRATES OF THE APOLOGY AS AN UNCONVENTIONAL TEACHER | |
| 505 | 8 | |a XIV. CONCLUDING REMARKS ABOUT EDUCATIONAL PROBLEMSENDNOTES FOR TOWARDS A SOCRATIC EDUCATIONAL PHILOSOPHY -- PART I: THEORY -- CHAPTER 1: TRAINING TO SURVIVE THE HAZARD CALLED EDUCATION -- RECENT REFORMS -- PROPOSALS FOR IMMEDIATE REFORM -- CONCLUSION -- NOTE -- REFERENCES -- CHAPTER 2: THE AUTONOMOUS STUDENT -- CAN A STUDENT BE SUFFICIENTLY AUTONOMOUS? -- CAN HIGH LEVELS OF CONCENTRATION BE REACHED IN COLLEGE? -- CAN STUDENTS DESIGN THEIR CURRICULA? -- CAN THE AUTONOMOUS STUDENT BE DIRECTED? -- REFERENCES -- CHAPTER 3: THE MYTH OF THE YOUNG GENIUS | |
| 505 | 8 | |a SOME DEADLY CRITICISMA PROGRAM TO COMBAT THE MYTH -- EDUCATIONAL OBSERVATIONS -- CHAPTER 4: TO REFORM HIGHER EDUCATION: TOWARDS A MANIFESTO -- NOTE -- REFERENCE -- CHAPTER 5: THE PREACHING OF JOHN HOLT: DISCUSSION OF JOHN HOLT, THE UNDERACHIEVING SCHOOL -- CHAPTER 6: THE TEACHING OF CRITICAL THINKING: REVIEW OF FRANCIS SCHRAGG, THINKING IN SCHOOL AND SOCIETY -- CHAPTER 7: RITUALS TO BLOCK THE REFORM OF EDUCATION, REVIEW OF JEROME S. BRUNER�S, THE PROCESS OF EDUCATION -- REFERENCES | |
| 505 | 8 | |a CHAPTER 8: TOP SCHOOLS: REVIEW OF D. REYNOLDS, B. CREEMERS, S. STRINGFIELD, C. TEDDLIE, AND G. SCHAFFER, EDS., WORLD CLASS SCHOOLS: International Perspectives on School EffectivenessCHAPTER 9: EDUCATING ELITES IN DEMOCRATIC SOCIETIES: A DIALOGUE -- REFERENCES -- CHAPTER 10: LETTER TO DIANE: POPPER ON LEARNING FROM EXPERIENCE -- APPENDIX -- NOTES -- BIBLIOGRAPHY -- CHAPTER 11: EDUCATION FOR SURVIVAL -- PART II: APPLICATION -- CHAPTER 12: SCIENCE EDUCATION WITHOUT PRESSURE -- ABSTRACT -- PSYCHOLOGY -- PEDAGOGY -- SOCIOLOGY -- CONCLUSION | |
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