東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

A living education: An approach for...

Englund, Lynn Allison.

FindBook

Google Book

Amazon

博客來

A living education: An approach for the 21st century (N. F. S. Grundtvig, Donald W. Winnicott, Myles Horton).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A living education: An approach for the 21st century (N. F. S. Grundtvig, Donald W. Winnicott, Myles Horton)./
作者:	Englund, Lynn Allison.
面頁冊數:	260 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0876.
Contained By:	Dissertation Abstracts International66-03A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3167678
ISBN:	0542035626

A living education: An approach for the 21st century (N. F. S. Grundtvig, Donald W. Winnicott, Myles Horton).
Englund, Lynn Allison.

A living education: An approach for the 21st century (N. F. S. Grundtvig, Donald W. Winnicott, Myles Horton). - 260 p.

Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0876.

Thesis (Ph.D.)--University of Minnesota, 2005.

If education is to help individuals and societies address the pressing issues of local and global scale that we face at the dawn of the 21st century (i.e., poverty, famine, environmental destruction), it must help us to understand their complex and interdependent natures. Education must also prepare us to withstand the emotional tensions and conflicts that emerge within individuals and groups as we awaken to the true nature of these problems and our differing and competing attitudes, values, and needs. I argue that educational approaches organized around underlying assumptions of a machine-like world and mechanical metaphors lead to the fragmentation of life experiences and learning that impedes our ability to bring about desired changes. I propose a living education as an approach to education that values the holistic development and growth of the individual. This approach aims to build complex connections within the self and between the self and the world such that individuals are better prepared to live their lives as they transform them to be more in accord with their highest hopes, values, and beliefs. The approach draws on Winnicott's psychoanalytic theories of human development, the traditions and examples of the 19th century Danish Folk High Schools, Highlander Folk School in the United States, and the author's experience of creating Hearth Communities, an intentional community of individuals who participate in overlapping circles of activities and live within driving distance of each other. A living education generally becomes known and understood as participants "catch on" to it through their experiences as participants; it cannot be reduced to a "program" to be implemented through the use of a curriculum consisting of scripted lesson plans and learning objectives. My colleagues and I have developed and implemented offerings of a living education in both formal and informal educational settings. I have incorporated narratives of participants in various offerings to make visible how the approach has been implemented and to show the kind of (earning and value that these offering have had for participants. Additional considerations and plans for future developments of the approach are discussed.

ISBN: 0542035626Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

A living education: An approach for the 21st century (N. F. S. Grundtvig, Donald W. Winnicott, Myles Horton).
LDR:03160nmm 2200277 4500 001 1814104
005 20060511113457.5
008 130610s2005 eng d
020 $a 0542035626
035 $a (UnM)AAI3167678
035 $a AAI3167678
040 $a UnM $c UnM
100 1 $a Englund, Lynn Allison. $3 1903582
245 1 2 $a A living education: An approach for the 21st century (N. F. S. Grundtvig, Donald W. Winnicott, Myles Horton).
300 $a 260 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0876.
500 $a Adviser: Ruth G. Thomas.
502 $a Thesis (Ph.D.)--University of Minnesota, 2005.
520 $a If education is to help individuals and societies address the pressing issues of local and global scale that we face at the dawn of the 21st century (i.e., poverty, famine, environmental destruction), it must help us to understand their complex and interdependent natures. Education must also prepare us to withstand the emotional tensions and conflicts that emerge within individuals and groups as we awaken to the true nature of these problems and our differing and competing attitudes, values, and needs. I argue that educational approaches organized around underlying assumptions of a machine-like world and mechanical metaphors lead to the fragmentation of life experiences and learning that impedes our ability to bring about desired changes. I propose a living education as an approach to education that values the holistic development and growth of the individual. This approach aims to build complex connections within the self and between the self and the world such that individuals are better prepared to live their lives as they transform them to be more in accord with their highest hopes, values, and beliefs. The approach draws on Winnicott's psychoanalytic theories of human development, the traditions and examples of the 19th century Danish Folk High Schools, Highlander Folk School in the United States, and the author's experience of creating Hearth Communities, an intentional community of individuals who participate in overlapping circles of activities and live within driving distance of each other. A living education generally becomes known and understood as participants "catch on" to it through their experiences as participants; it cannot be reduced to a "program" to be implemented through the use of a curriculum consisting of scripted lesson plans and learning objectives. My colleagues and I have developed and implemented offerings of a living education in both formal and informal educational settings. I have incorporated narratives of participants in various offerings to make visible how the approach has been implemented and to show the kind of (earning and value that these offering have had for participants. Additional considerations and plans for future developments of the approach are discussed.
590 $a School code: 0130.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Philosophy of. $3 783746
690 $a 0727
690 $a 0998
710 2 0 $a University of Minnesota. $3 676231
773 0 $t Dissertation Abstracts International $g 66-03A.
790 1 0 $a Thomas, Ruth G., $e advisor
790 $a 0130
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3167678