Education on the Wild Side: Learning for the Twenty-First Century

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1st Edition, Fine/Fine REVIEW COPY with slip (taped to front free endpaper). Clean, tight & bright. NO ink names, bookplates, DJ tears etc. Also in a clear plastic protective ... wrapper. ISBN 0806125462 Read more Show Less

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Editorial Reviews

Publishers Weekly - Publisher's Weekly
In a free-ranging, boundary-crossing exploration of current theories and practices that address the crisis in American education, Johnson, chair of the English department at the University of Kansas, detects a shift in attitude about education, from ``teaching'' or ``lecturing, giving the answers'' to ``instructing'' or ``preparing, equipping.'' What Johnson envisions is apeironic learning--``a process whereby one learns what is `known' . . . but then questions it,'' which would combine teaching and instructing (or as the author calls them, the ``mild side'' and the ``wild side'' of education). The author, whose earlier work, Mind, Language, Machine: Artificial Intelligence in the Poststructuralist Age , explored cognitive science, is aiming for an audience of primarily professional educators responsive to illuminating critiques and his synthesis of the diverse thinking of such people as Bloom, Postman and the deconstructionists. Johnson's ability to integrate disciplines with practical approaches to the complexities of learning may evoke responses from peers in the educational establishment; the general reader may find the thickets overwhelming. (Sept.)
Booknews
Johnson (English, U. of Kansas) explores the present crisis in education, especially in the US, by surveying broad changes in recent curricular and pedagogical theory and practice. These changes entail a shift from "teaching" to "instructing"--from students learning what the teacher knows to learning how to ask questions, how to unsettle the settled, how to deal with the unknown. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

Table of Contents

Series Editors' Foreword
Preface: A Progressive Knotting Into
Acknowledgments
Pt. 1 Propaedeutic
Ch. 1 Obverting the Ob(li)vious 5
Ch. 2 Homo Deludens: The Trivial Pursuit of Paideia 25
Pt. 2 Curriculosclerosis and Related Problems
Ch. 3 The Natural Sciences 59
Ch. 4 The Social Sciences 75
Ch. 5 The Humanities 88
Ch. 6 The Arts 124
Pt. 3 From Cultural (Il)literacy to Re(-)mediation
Ch. 7 Cultural (Il)literacy 135
Ch. 8 Evaluation, Assessment, Accountability 176
Ch. 9 Re(-)mediation 194
Pt. 4 Apeironic Learning: A New Paideia
Ch. 10 Countercurriculum(s) 203
Ch. 11 Hermetic Pedagogies 223
Conclusion: Changing All Those Changes 252
Appendix: Aspects and Versions of the Shift in Emphasis from Teaching to Instructing 257
Notes 275
Bibliographic Essay 317
Index 327
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