Lying about the Wolf: Essays in Culture and EducationMcGill-Queen's Press - MQUP, 1997 - 313 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. |
المحتوى
Introduction | 3 |
1 Grammatical Fictions | 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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Agnes Heller analysis Andrew Nikiforuk argues attitude become Bell Curve bipolarity called Chicago classroom cognitive coherent communication competence complex contemporary course cultural curriculum defines difficulty discipline discourse Education Lost effect elitism example experience field film find first genuine grammatical Gregory Ulmer Hilda Neatby human ideas implicature influence intellectual Jacques Barzun Jacques Derrida Jacques Lacan John Abbott College John Ralston Saul Keating kind knowledge language learning lexical linguistic literacy means memory merely metaphor metonymic mind mode narrative Neil Postman one’s parable paradigm Paul Virilio pedagogical performance perhaps poem practice precisely predicated problem procedure production programs reader reading reflect reform regarded remains requires response semantic semiotic sense sentence significant skills social society specific speech structure teacher teaching temporal textual theoretical theory things thinking tion Umberto Eco University Press Vygotsky words writing York