Discontinuity in Learning Dewey Herbart and education as transformation 1st Edition by Andrea English ISBN 978-1107025219 1107025214

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Product details: 

ISBN 10:  1107025214

ISBN 13: 978-1107025219

Author: Andrea R. English

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.

Table of contents: 

PART ONE: EDUCATION, DISCONTINUITY, AND TRANSFORMATION

1. The Moral Dimension of Education – Herbart (I)

1 The Moral Individual and the Educational Paradox

2 The Learning Being: Perfectibility without Perfection (Bildsamkeit)

2. The Problem of Continuity, the Need for Struggle, the Role of Tact – Herbart (II)

1 Learning to See Difference without Disruption

2 The Struggle of Learning, Teacher as Moral Guide

3 Pedagogical Tact: Teaching as a Theory-Guided Practice

4 Conclusion: A Look Back and a Look Ahead

3-Discontinuity and Educational Openings in Learning – Dewey (I)

1 Pragmatism, Discontinuity, and Learning

2 Notions of Discontinuity in Peirce, James, and Mead

3 Learning “In-Between”

4. Teaching in the Openings of Learning – Dewey (II)

1 Reflective Practice as Teaching In-Between

2 The Classroom: A Space for Interrupting Experience

3 Teaching as a Moral Task

4 Democracy and the End of Education

Conclusion: Morality, Democracy, and Pluralist Society

1 Dewey: A Break in the History of Educational Philosophy?

2 Reading Herbart with Dewey – Reading Dewey with Herbart

PART TWO: TEACHING AND LEARNING FORGOTTEN?

6. Revisiting Learning In-Between and Umlernen

1 Forgotten Learning, or Remembering Plato’s Cave

2 Remembering Learning as a Transformational Process: On Umlernen

3 The Inward and Outward Turn of Learning

7. Pedagogical Tact: Learning to Teach “In-Between”

1 Improvisation and Risk

2 Listening and the Voice of the Learner

3 Reflective Teacher-Learner Engagement

8. Perfectibility and Recognition of the Other

1 Learning as Human Human as Learner

2 Teaching as Recognition of the Other

3 Conclusion: Preserving the In-Between of Experience for Education

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Tags: Andrea English, Learning Dewey, Herbart and education