Lying about the Wolf: Essays in Culture and EducationMcGill-Queen's Press - MQUP, 01/03/1997 - 336 من الصفحات Solway explains that the current generation of students, raised in a nonhistorical and iconic environment, do not live in time as an emergent, continuous medium in which the complexities of experience are parsed and organized. Their psychological world is largely devoid of syntax - of causal, differential, and temporal relations between events. The result is precisely what we see about us: a cultural world characterized by a vast subpopulation of young (and not so young) people for whom the past is an unsubstantiated rumour and the future an unacknowledged responsibility. Solway claims that contemporary educators have become cultural speculators who disregard a basic truth about how the mind develops: that it needs to be grounded in reality and time. In education, as in almost every other cultural institution, the sense of reality and the dynamic of time have "virtually" disappeared, leading to the deep disconnectedness we experience on every level of "human grammar," from the organization of the community to the organization of the sentence. Lying about the Wolf is not only an exploration of current pedagogical issues but also, and perhaps primarily, a cultural analysis for which the subject of education provides a focus. Solway argues that we cannot hope to solve the educational problem unless we are prepared to deal with the larger cultural predicament. |
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الصفحة i
... academic performance , David Solway argues that the current state of affairs in education is the result not simply of poor training in elementary school or the disappearance of grammatical study from the overall curriculum but of a ...
... academic performance , David Solway argues that the current state of affairs in education is the result not simply of poor training in elementary school or the disappearance of grammatical study from the overall curriculum but of a ...
الصفحة iii
... University Press Montreal & Kingston • London Buffalo © McGill - Queen's University Press 1997 ISBN 0-7735-1535-6 (
... University Press Montreal & Kingston • London Buffalo © McGill - Queen's University Press 1997 ISBN 0-7735-1535-6 (
الصفحة iv
... University Press acknowledges the support received for its publishing program from the Canada Council's Block Grants program . Canadian Cataloguing in Publication Data Solway , David , 1941Lying about the wolf : essays in culture and ...
... University Press acknowledges the support received for its publishing program from the Canada Council's Block Grants program . Canadian Cataloguing in Publication Data Solway , David , 1941Lying about the wolf : essays in culture and ...
الصفحة xi
... University Press , Phil Cercone , Joan McGilvray , and Maureen Garvie , for their professional acumen and unfailing congeniality . Finally , my gratitude to the Canada Council for its timely and generous intervention . This page ...
... University Press , Phil Cercone , Joan McGilvray , and Maureen Garvie , for their professional acumen and unfailing congeniality . Finally , my gratitude to the Canada Council for its timely and generous intervention . This page ...
الصفحة 5
... university . The solution envisaged by certain grammar technicians , so far as English departments go , is to reduce or de - emphasize the higher - level " academic ” courses and open a larger number of “ effective writing ...
... university . The solution envisaged by certain grammar technicians , so far as English departments go , is to reduce or de - emphasize the higher - level " academic ” courses and open a larger number of “ effective writing ...
المحتوى
3 | |
5 | |
2 Dead Teachers Society | 32 |
3 Balnibarbian Architecture | 41 |
4 The Anecdotal Function | 68 |
5 What about Food? | 78 |
6 Script and Nondescript | 94 |
7 The Bipolar Paradigm | 108 |
8 Charlie Dont Surf | 136 |
9 Teaching Down or Learning Up | 153 |
Notes | 189 |
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analysis argues attitude authority become called classroom cognitive communication competence condition contemporary continue course cultural desire discipline discourse effect effort essential event example existence expected experience expression fact function genuine given grammatical human ideas important individual instruction intellectual interesting issue Jacques John kind knowledge language leads learning less letter linguistic live material matter means memory merely metaphor mind mode narrative nature object pedagogical performance perhaps possible practice precisely present principle problem production programs question reader reading reason reference reflect reform regard relation remains requires respect response seems sense sentence situation skills social society speech structure suggests teacher teaching temporal theory things thinking thought tion turn understanding University Press writing York