Knowing from the Inside
Cross-Disciplinary Experiments with Matters of Pedagogy
1st Edition
Published on 24. February 2022
272 pages
978-1-350-21715-7 (ISBN)
Description
Knowledge comes from thinking with, from and through things, not just about them. We get to know the world around us from the inside of our being in it. Drawing on the fields of anthropology, art, architecture and education, this book addresses what knowing from the inside means for practices of teaching and learning. If knowledge is not transmitted ready-made, independently of its application in the world, but grows from the crucible of our engagements with people, places and materials, then how can there be such a thing as a curriculum? What forms could it take? And what could it mean to place such disciplines as anthropology, art and architecture at the heart of the curriculum rather than - as at present - on the margins?
In addressing these questions, the fifteen distinguished contributors to this volume challenge mainstream thinking about education and the curriculum, and suggest experimental ways to overcome the stultifying effects of current pedagogic practice.
In addressing these questions, the fifteen distinguished contributors to this volume challenge mainstream thinking about education and the curriculum, and suggest experimental ways to overcome the stultifying effects of current pedagogic practice.
More details
Series
Edition
1. Auflage
Language
English
Place of publication
London
United Kingdom
Publishing group
Bloomsbury Publishing PLC
Target group
College/higher education
Illustrations
30 bw illus
ISBN-13
978-1-350-21715-7 (9781350217157)
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
Other editions
Additional editions
Book
09/2023
Bloomsbury Academic
€55.89
Shipment within 15-20 days
Book
03/2022
Bloomsbury Academic
€141.13
Shipment within 15-20 days
Person
Tim Ingold is Professor Emeritus of Social Anthropology at the University of Aberdeen, Scotland. His recent books include Anthropology and/as Education (2018), Anthropology: Why it Matters (2018), Correspondences (2020) and Imagining for Real (2022).
Content
List of Figures
Notes on Contributors
Acknowledgements
Series Editors' Foreword
Introduction, Tim Ingold (University of Aberdeen, UK)
1. Learning with Potentials, Cathrine Hasse (University of Aarhus, Denmark)
2. A Pedagogy of Attention to the Light in the Eyes, Jan van Boeckel (Hanze University of Applied Sciences, the Netherlands)
3. Proportion, Analogy and Mixture: Unearthing Mathematical Measurement Practices, Elizabeth de Freitas (Manchester Metropolitan University, UK) and Nathalie Sinclair (Simon Fraser University, Canada)
4. Creative Movements: Hands, Arms, Materials and Words in Making Baskets, Stephanie Bunn (University of St Andrews, UK)
5. Growing in the Midst of Things, Rachel Holmes (Manchester Metropolitan University, UK) and Amanda Ravetz (Manchester Metropolitan University, UK)
6. Exploring an Autistic Curriculum: Of Pedagogy, Puppets and Perception, Melissa Trimingham (University of Kent, UK)
7. 'A house for...': Experiments in Filmic Architecture, Raymond Lucas (Manchester Metropolitan University, UK)
8. Searching for the Ethos of a Lost Art School, Judith Winter (Robert Gordon University, UK)
9. Dada and the Absurd: Pedagogies of Art and Survival, Anne Douglas (Robert Gordon University, UK)
10. Teaching and Learning Anthropology Otherwise: Lessons from a Collaboration between Anthropology and Laboratory Theatre, Caroline Gatt (University of Aberdeen, UK)
11. Atmospheres of University Education: Courses and Forces, Jan Masschelein, Maarten Simons and Mieke Berghmans (KU Leuven, Belgium)
References
Index
Notes on Contributors
Acknowledgements
Series Editors' Foreword
Introduction, Tim Ingold (University of Aberdeen, UK)
1. Learning with Potentials, Cathrine Hasse (University of Aarhus, Denmark)
2. A Pedagogy of Attention to the Light in the Eyes, Jan van Boeckel (Hanze University of Applied Sciences, the Netherlands)
3. Proportion, Analogy and Mixture: Unearthing Mathematical Measurement Practices, Elizabeth de Freitas (Manchester Metropolitan University, UK) and Nathalie Sinclair (Simon Fraser University, Canada)
4. Creative Movements: Hands, Arms, Materials and Words in Making Baskets, Stephanie Bunn (University of St Andrews, UK)
5. Growing in the Midst of Things, Rachel Holmes (Manchester Metropolitan University, UK) and Amanda Ravetz (Manchester Metropolitan University, UK)
6. Exploring an Autistic Curriculum: Of Pedagogy, Puppets and Perception, Melissa Trimingham (University of Kent, UK)
7. 'A house for...': Experiments in Filmic Architecture, Raymond Lucas (Manchester Metropolitan University, UK)
8. Searching for the Ethos of a Lost Art School, Judith Winter (Robert Gordon University, UK)
9. Dada and the Absurd: Pedagogies of Art and Survival, Anne Douglas (Robert Gordon University, UK)
10. Teaching and Learning Anthropology Otherwise: Lessons from a Collaboration between Anthropology and Laboratory Theatre, Caroline Gatt (University of Aberdeen, UK)
11. Atmospheres of University Education: Courses and Forces, Jan Masschelein, Maarten Simons and Mieke Berghmans (KU Leuven, Belgium)
References
Index
