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Plato's warning: Memory, imaginatio...

Lewis, Rebecca.

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Plato's warning: Memory, imagination, and dialogue in learning and teaching.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Plato's warning: Memory, imagination, and dialogue in learning and teaching./
作者:	Lewis, Rebecca.
面頁冊數:	191 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1578.
Contained By:	Dissertation Abstracts International64-05A.
標題:	Education, Philosophy of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3089149

Plato's warning: Memory, imagination, and dialogue in learning and teaching.
Lewis, Rebecca.

Plato's warning: Memory, imagination, and dialogue in learning and teaching. - 191 p.

Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1578.

Thesis (Ph.D.)--State University of New York at Buffalo, 2003.

Given the ethical and educational consequences of conventional school practices that emphasize writing, rationality, and science, in this study I develop a historically grounded philosophy of teaching and learning that embraces the embodied, oral foundations of knowledge, values science and poetry as instruments of thought, and fosters dialogue and the cultivation of uncertainty. My intention neither to create scientific knowledge nor to establish logical proof for my views, but to engage in philosophical and ethical speculation about the history of memory, writing, and knowledge in an effort to recover some of what seems to have been inevitably and "naturally" lost in our long cultural shift from oral to written forms of memory and knowledge.Subjects--Topical Terms:

783746
Education, Philosophy of.

Plato's warning: Memory, imagination, and dialogue in learning and teaching.
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500 $a Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1578.
500 $a Major Professor: David Nyberg.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2003.
520 $a Given the ethical and educational consequences of conventional school practices that emphasize writing, rationality, and science, in this study I develop a historically grounded philosophy of teaching and learning that embraces the embodied, oral foundations of knowledge, values science and poetry as instruments of thought, and fosters dialogue and the cultivation of uncertainty. My intention neither to create scientific knowledge nor to establish logical proof for my views, but to engage in philosophical and ethical speculation about the history of memory, writing, and knowledge in an effort to recover some of what seems to have been inevitably and "naturally" lost in our long cultural shift from oral to written forms of memory and knowledge.
520 $a More than 2,000 years ago, in Plato's Phaedrus, Socrates warned that the use of writing would "introduce forgetfulness into the soul of those who learn it: they will not practice using their memory because they will put their trust in writing" (275a). The guiding questions of this study are whether Plato's Socrates was right in some important ways about the effect of writing on human memory, and if he was, what that might mean for our understanding of memory and writing in learning and teaching. In order to answer these questions, I examine Plato's warning, trace the history of memory and writing in Western learning, and elaborate some implications of including memory as a focus within Kieran Egan's theory of education as recapitulation. I hope my conclusions are of value as a critical counterpoint to standard curriculum theory and school practices that ignore the cultivation of memory, imagination, and dialogue in teaching and learning, and as an expansion of Egan's theory of educational development.
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