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The quest for understanding in educa...

Bucciarelli, Dierdre.

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The quest for understanding in education: An analysis and critique of contemporary "education for understanding" reform as explicated by Howard Gardner.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The quest for understanding in education: An analysis and critique of contemporary "education for understanding" reform as explicated by Howard Gardner./
作者:	Bucciarelli, Dierdre.
面頁冊數:	280 p.
附註:	Source: Dissertation Abstracts International, Volume: 61-09, Section: A, page: 3501.
Contained By:	Dissertation Abstracts International61-09A.
標題:	Education, Philosophy of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9986444
ISBN:	0599927569

The quest for understanding in education: An analysis and critique of contemporary "education for understanding" reform as explicated by Howard Gardner.
Bucciarelli, Dierdre.

The quest for understanding in education: An analysis and critique of contemporary "education for understanding" reform as explicated by Howard Gardner. - 280 p.

Source: Dissertation Abstracts International, Volume: 61-09, Section: A, page: 3501.

Thesis (Ph.D.)--Stanford University, 2000.

This study investigates, from a philosophical perspective, the concept of education for understanding since this viewpoint is championed so widely by educators today. This inquiry focuses on the teaching for understanding program of contemporary cognitive psychologist Howard Gardner, who has embraced this notion as a guide for educational practice. His work figures prominently in the cumulating cognitive science literature directed to educational efforts to teach students how to achieve disciplinary understanding or how to "think and perform like experts." Although the terminology, i.e., "education for understanding" is new, many educators, psychologists and philosophers over the ages have adopted this, in some form, as an educational goal.

ISBN: 0599927569Subjects--Topical Terms:

783746
Education, Philosophy of.

The quest for understanding in education: An analysis and critique of contemporary "education for understanding" reform as explicated by Howard Gardner.
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520 $a This study investigates, from a philosophical perspective, the concept of education for understanding since this viewpoint is championed so widely by educators today. This inquiry focuses on the teaching for understanding program of contemporary cognitive psychologist Howard Gardner, who has embraced this notion as a guide for educational practice. His work figures prominently in the cumulating cognitive science literature directed to educational efforts to teach students how to achieve disciplinary understanding or how to "think and perform like experts." Although the terminology, i.e., "education for understanding" is new, many educators, psychologists and philosophers over the ages have adopted this, in some form, as an educational goal.
520 $a A neopragmatic philosophical methodology is utilized to elucidate the assumptions that undergird the vision and practice of an education for understanding and to bring to light practical and normative consequences associated with adopting such a conception of education. From a practical standpoint, this study asks whether, based on similar pursuits of the recent past, it is reasonable to posit this as an educational end. From a normative perspective, it questions whether an education for understanding, as represented in Gardner's contemporary endeavor, should be the primary goal of education or whether there is another end that is more essential.
520 $a Aided by the work of John Dewey, Nel Noddings, and others, this study shows that to the extent that Gardner's agenda focuses on specific cognitive ends without sufficiently addressing students' needs, interests, and purposes; and to the degree that it excludes domains of human experience associated with caring and nurturance, it perpetuates a narrow, fragmented vision of understanding and of education. Restricting understanding to cognitive comprehension of disciplinary structure will not work to further the overall development of students and to foster a more humane society---the later being a goal that Gardner, too, seeks. This investigation concludes that the notion of education for understanding can be a useful one if it is reconceptualized to include students' needs to know, to seek existential meaning, and to care, and if it guides us to attend to the quality of children's educational experience.
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