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Metaphor, mind and machine: An asses...

Berger, Eva.

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Metaphor, mind and machine: An assessment of the sources of metaphors of mind in the works of selected educational theorists.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Metaphor, mind and machine: An assessment of the sources of metaphors of mind in the works of selected educational theorists./
作者:	Berger, Eva.
面頁冊數:	319 p.
附註:	Source: Dissertation Abstracts International, Volume: 52-12, Section: A, page: 4311.
Contained By:	Dissertation Abstracts International52-12A.
標題:	Education, History of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9213168

Metaphor, mind and machine: An assessment of the sources of metaphors of mind in the works of selected educational theorists.
Berger, Eva.

Metaphor, mind and machine: An assessment of the sources of metaphors of mind in the works of selected educational theorists. - 319 p.

Source: Dissertation Abstracts International, Volume: 52-12, Section: A, page: 4311.

Thesis (Ph.D.)--New York University, 1991.

The purpose of this study is to illumine the sources of Western notions of the mind (and thus our conceptions of knowing and learning), and to assess the role of technology as one such source by examining the relationship between: (a) metaphors of mind and knowledge in the works of selected leading theorists of education and (b) the technological/social/natural conditions that characterized the time at which each educator was writing.Subjects--Topical Terms:

599244
Education, History of.

Metaphor, mind and machine: An assessment of the sources of metaphors of mind in the works of selected educational theorists.
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245 1 0 $a Metaphor, mind and machine: An assessment of the sources of metaphors of mind in the works of selected educational theorists.
300 $a 319 p.
500 $a Source: Dissertation Abstracts International, Volume: 52-12, Section: A, page: 4311.
500 $a Director: Christine Nystrom.
502 $a Thesis (Ph.D.)--New York University, 1991.
520 $a The purpose of this study is to illumine the sources of Western notions of the mind (and thus our conceptions of knowing and learning), and to assess the role of technology as one such source by examining the relationship between: (a) metaphors of mind and knowledge in the works of selected leading theorists of education and (b) the technological/social/natural conditions that characterized the time at which each educator was writing.
520 $a The study focuses on education because, with the possible exception of the field of psychology itself, there is no human activity that is more concerned with the mind than education. The educators chosen have had a widely acknowledged impact on the ideas of education throughout history. They are: Plato, Meno; Erasmus, On The Method of Study; Comenius, The Great Didactic; Rousseau, Emile; Dewey, Experience and Education; Skinner, The Technology of Teaching.
520 $a Based on the texts analyzed in this study, the researcher has concluded that technology has played a surprisingly minor role in the development and changes in metaphors of mind. Technological metaphors appeared only a small number of times and they were the least extended or sustained throughout the texts, seldom providing the basis for the authors' definitions of the role of education generally, and of teachers specifically, or for their suggestions for curricula or methods of teaching.
520 $a Among the conclusions of the study is that educators consistently use more than one metaphor for any concept and draw their metaphors from more than one source of human experience (natural, technological, social). Especially when the different metaphors are coherent, this multiplicity creates a richer picture of the concept and its repercussions for various areas of life. A final conclusion of the study is that an understanding of how metaphors are used requires one to assume an ecological view, and not a technologically deterministic view.
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