
Back to the Basics of Teaching and Learning
Thinking the World Together
Lawrence Erlbaum Associates Inc (Publisher)
1st Edition
Published on 1. November 2002
Book
Paperback/Softback
248 pages
978-0-8058-3980-7 (ISBN)
Description
This book is about an ecological-interpretive image of "the basics" in teaching and learning. The authors offer a generous, rigorous, difficult, and pleasurable image of what this term might mean in the living work of teachers and learners. In this book, Jardine, Clifford, and Friesen:
*sketch out some of the key ideas in the traditional, taken-for-granted meaning of "the basics";
*explain how the interpretive-hermeneutic version of "the basics" operates on different fundamental assumptions;
*show how this difference leads, of necessity, to very different concrete practices in our schools;
*illustrate richly how it is necessary for interpretive work to show, again and again, how new examples enrich, transform, and correct what one thought was fully understood and meaningful; and
*explore the challenges of an interpretive approach in relation to child development, mathematics education, science curriculum, teacher education, novel studies, new information technologies, writing practices in the classroom, and the nature of interpretive inquiry itself as a form of "educational research."
This text will be valuable to practicing teachers and student-teachers in re-imagining what is basic to their work and the work of their students. Through its many classroom examples, it provides a way to question and open up to conversation the often literal-minded tasks teachers and students face. It also provides examples of interpretive inquiry that will be helpful to graduate students and scholars in the areas of curriculum, teaching, and learning who are pursuing this form of research and writing.
*sketch out some of the key ideas in the traditional, taken-for-granted meaning of "the basics";
*explain how the interpretive-hermeneutic version of "the basics" operates on different fundamental assumptions;
*show how this difference leads, of necessity, to very different concrete practices in our schools;
*illustrate richly how it is necessary for interpretive work to show, again and again, how new examples enrich, transform, and correct what one thought was fully understood and meaningful; and
*explore the challenges of an interpretive approach in relation to child development, mathematics education, science curriculum, teacher education, novel studies, new information technologies, writing practices in the classroom, and the nature of interpretive inquiry itself as a form of "educational research."
This text will be valuable to practicing teachers and student-teachers in re-imagining what is basic to their work and the work of their students. Through its many classroom examples, it provides a way to question and open up to conversation the often literal-minded tasks teachers and students face. It also provides examples of interpretive inquiry that will be helpful to graduate students and scholars in the areas of curriculum, teaching, and learning who are pursuing this form of research and writing.
More details
Language
English
Place of publication
Mahwah
United States
Publishing group
Taylor & Francis Inc
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 229 mm
Width: 152 mm
Weight
340 gr
ISBN-13
978-0-8058-3980-7 (9780805839807)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Author
University of Calgary, Canada
Galileo Educational Network Association, Canada
Galileo Educational Network Association, University of Calgary, Canada
Content
Contents: Foreword. Preface. D.W. Jardine, P. Clifford, S. Friesen, Introduction: An Interpretive Reading of "Back to the Basics." P. Clifford, S. Friesen, A Curious Plan: Managing on the Twelfth. P. Clifford, S. Friesen, D.W. Jardine, "Whatever Happens to Him Happens to Us": Reading Coyote Reading the World. D.W. Jardine, The Profession Needs New Blood. D.W. Jardine, P. Rinehart, Relentless Writing and the Death of Memory in Elementary Education. P. Clifford, S. Friesen, Hard Fun: Teaching and Learning for the Twenty-First Century. S. Friesen, P. Clifford, D.W. Jardine, Meditations on Classroom Community and the Intergenerational Character of Mathematical Truth. D.W. Jardine, S. Friesen, A Play on the Wickedness of Undone Sums, Including a Brief Mytho-Phenomenology of "X" and Some Speculations on the Effects of Its Peculiar Absence in Elementary Mathematics Education. D.W. Jardine, "Because It Shows Us the Way at Night": On Animism, Writing, and the Re-Animation of Piagetian Theory. P. Clifford, S. Friesen, The Transgressive Energy of Mythic Wives and Wilful Children: Old Stories for New Times. P. Clifford, S. Friesen, Landscapes of Loss: On the Original Difficulty of Reading and Interpretive Research. D.W. Jardine, A. LaGrange, B. Everest, "In These Shoes Is the Silent Call of the Earth": Meditations on Curriculum Integration, Conceptual Violence, and the Ecologies of Community and Place. D.W. Jardine, P. Clifford, S. Friesen, Scenes From Calypso's Cave: On Globalization and the Pedagogical Prospects of the Gift.