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Discontinuity in learning[electronic resource] :Dewey, Herbart and education as transformation /

紀錄類型:	書目-電子資源 : Monograph/item
杜威分類號:	370.1
書名/作者:	Discontinuity in learning : Dewey, Herbart and education as transformation // by Andrea R. English.
作者:	English, Andrea R.,
出版者:	Cambridge : : Cambridge University Press,, 2013.
面頁冊數:	xxvii, 177 p. : : digital ;; 24 cm.
標題:	Education - Philosophy.
標題:	Learning, Psychology of.
ISBN:	9781139177825
ISBN:	9781107025219
ISBN:	9781107448612
摘要、提要註:	In this groundbreaking book, Andrea English challenges common assumptions by arguing that discontinuous experiences, such as uncertainty and struggle, are essential to the learning process. To make this argument, Dr English draws from the works of two seminal thinkers in philosophy of education - nineteenth-century German philosopher J. F. Herbart and American pragmatist John Dewey. English's analysis considers Herbart's influence on Dewey, inverting the accepted interpretation of Dewey's thought as a dramatic break from modern European understandings of education. Three key concepts - transformational learning, tact in teaching, and perfectibility - emerge from this analysis to revitalize our understanding of education as a transformational process. Dr English's comparative approach interweaves European and Anglo-American traditions of educational thought with a contemporary scholarly perspective, contributing to a work that is both intellectually rewarding and applicable to a classroom setting. The result is a book that is essential reading for philosophers and scholars of education, as well as educators.
電子資源:	https://doi.org/10.1017/CBO9781139177825

Discontinuity in learning[electronic resource] :Dewey, Herbart and education as transformation /
English, Andrea R.,1975-

Discontinuity in learningDewey, Herbart and education as transformation /[electronic resource] :by Andrea R. English. - Cambridge :Cambridge University Press,2013. - xxvii, 177 p. :digital ;24 cm.

In this groundbreaking book, Andrea English challenges common assumptions by arguing that discontinuous experiences, such as uncertainty and struggle, are essential to the learning process. To make this argument, Dr English draws from the works of two seminal thinkers in philosophy of education - nineteenth-century German philosopher J. F. Herbart and American pragmatist John Dewey. English's analysis considers Herbart's influence on Dewey, inverting the accepted interpretation of Dewey's thought as a dramatic break from modern European understandings of education. Three key concepts - transformational learning, tact in teaching, and perfectibility - emerge from this analysis to revitalize our understanding of education as a transformational process. Dr English's comparative approach interweaves European and Anglo-American traditions of educational thought with a contemporary scholarly perspective, contributing to a work that is both intellectually rewarding and applicable to a classroom setting. The result is a book that is essential reading for philosophers and scholars of education, as well as educators.

ISBN: 9781139177825Subjects--Personal Names:

447449
Dewey, John,
1859-1952.Subjects--Topical Terms:

343181
Education
--Philosophy.

LC Class. No.: LB14.7 / .E565 2013

Dewey Class. No.: 370.1

Discontinuity in learning[electronic resource] :Dewey, Herbart and education as transformation /
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520 $a In this groundbreaking book, Andrea English challenges common assumptions by arguing that discontinuous experiences, such as uncertainty and struggle, are essential to the learning process. To make this argument, Dr English draws from the works of two seminal thinkers in philosophy of education - nineteenth-century German philosopher J. F. Herbart and American pragmatist John Dewey. English's analysis considers Herbart's influence on Dewey, inverting the accepted interpretation of Dewey's thought as a dramatic break from modern European understandings of education. Three key concepts - transformational learning, tact in teaching, and perfectibility - emerge from this analysis to revitalize our understanding of education as a transformational process. Dr English's comparative approach interweaves European and Anglo-American traditions of educational thought with a contemporary scholarly perspective, contributing to a work that is both intellectually rewarding and applicable to a classroom setting. The result is a book that is essential reading for philosophers and scholars of education, as well as educators.
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