Knowing and Learning as Creative Action: A Reexamination of the Epistemological Foundations of Education

by A. Stoller

Overview

In Knowing and Learning as Creative Action, Aaron Stoller makes the case that contemporary schooling is grounded in a flawed model of knowing, which draws together mistakes in thinking about the nature of the self, of knowledge, and of reality, which are contained in the epistemological proposition: 'S knows that p' (SP). To the contrary, Stoller argues that the German conception of Bildung must replace SP thinking as the guiding metaphor of knowing within educational research and practice. Central to this reconstruction is a theory of creative inquiry which claims that knowledge emerges from embodied, social engagement in the world and therefore knowing is a form of creative action. Stoller constructs a new paradigm of knowing and learning as an emergent process of creative making, the goal of which is the cultivation of what he calls maker's knowledge, which is the capacity for and habit of creative action.

Product Details

ISBN-13:	9781137484277
Publisher:	Palgrave Macmillan US
Publication date:	09/19/2014
Series:	The Cultural and Social Foundations of Education
Edition description:	2014
Pages:	111
Product dimensions:	5.51(w) x 8.50(h) x 0.02(d)

About the Author

Aaron Stoller is Associate Director, University Honors Program at North Carolina State University, USA.

Table of Contents

1. Bildung and the Hidden "S knows that p" 2. Bildung Reconstructed 3. Knowing and Learning as Creative Action 4. Emergent Pedagogy

Editorial Reviews

"In this insightful and well written work, Stoller recreates the idea of Bildung in terms of knowing and learning as creative action. Identifying similarities in Hans-Georg Gadamer and John Dewey, Stoller's vision cuts through to essentials. The result is an original approach to teaching, learning, and knowing which presents an exceptional corrective to the increasing demands for educational conformity in the twenty-first century." - Jim Garrison, Professor of Philosophy of Education, Virginia Polytechnic Institute and State University, USA

"Stoller utilizes epistemology to show how most schools operate on the assumption that knowledge is something transmitted from teachers to students an age-old myth that continues to harm both students and teachers by limiting what it means to know, to learn, and to teach. This is a must-read for anyone who is serious about reconstructing schools for active inquiry and authentic knowing." - Deron Boyles, Professor of Philosophy of Education, Georgia State University, USA

From the Publisher