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Toward a theory base for a curriculu...

Montuori, Alfonso.

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Toward a theory base for a curriculum of evolutionary learning.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Toward a theory base for a curriculum of evolutionary learning./
Author:	Montuori, Alfonso.
Description:	305 p.
Notes:	Source: Dissertation Abstracts International, Volume: 53-01, Section: A, page: 0096.
Contained By:	Dissertation Abstracts International53-01A.
Subject:	Business Administration, Management. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9214043

Toward a theory base for a curriculum of evolutionary learning.
Montuori, Alfonso.

Toward a theory base for a curriculum of evolutionary learning. - 305 p.

Source: Dissertation Abstracts International, Volume: 53-01, Section: A, page: 0096.

Thesis (Ph.D.)--Saybrook Graduate School and Research Center, 1991.

This dissertation explores some of the theoretical and philosophical foundations of Banathy's concept of evolutionary learning. Evolutionary learning assumes that in a rapidly changing world, with knowledge that claims to be only a model of the world rather than an ontological description of it, our general understanding of, and approach to, learning and knowledge must change also. Evolutionary learning fundamentally involves learning how to learn. It is contrasted with maintenance learning, which involves the (relatively) unquestioned acquisition of already existing facts, figures and methods. In a rapidly changing world, confronting new situations with old methods and approaches creates situations where the solutions potentially become part of the problem. Evolutionary learning is both critical, inasmuch as it requires the questioning of assumptions, and creative, since it attempts to develop alternative approaches and understandings. Four areas are explored which the author believes are significant in helping to develop a broader understanding of the foundations and implications of evolutionary learning. They are systems thinking, which emphasizes the need to study wholes and relationships rather than static parts or essences; the development of relationships based on partnership rather than domination; an understanding of the creative process whereby we create both our world and our knowledge of it; and moral sensitivity, the process whereby we can begin to bridge the gap between moral relativism and absolutism.Subjects--Topical Terms:

626628
Business Administration, Management.

Toward a theory base for a curriculum of evolutionary learning.
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008 150210s1991 ||||||||||||||||| ||eng d
035 $a (UMI)AAI9214043
035 $a AAI9214043
040 $a UMI $c UMI
100 1 $a Montuori, Alfonso. $3 618711
245 1 0 $a Toward a theory base for a curriculum of evolutionary learning.
300 $a 305 p.
500 $a Source: Dissertation Abstracts International, Volume: 53-01, Section: A, page: 0096.
502 $a Thesis (Ph.D.)--Saybrook Graduate School and Research Center, 1991.
520 $a This dissertation explores some of the theoretical and philosophical foundations of Banathy's concept of evolutionary learning. Evolutionary learning assumes that in a rapidly changing world, with knowledge that claims to be only a model of the world rather than an ontological description of it, our general understanding of, and approach to, learning and knowledge must change also. Evolutionary learning fundamentally involves learning how to learn. It is contrasted with maintenance learning, which involves the (relatively) unquestioned acquisition of already existing facts, figures and methods. In a rapidly changing world, confronting new situations with old methods and approaches creates situations where the solutions potentially become part of the problem. Evolutionary learning is both critical, inasmuch as it requires the questioning of assumptions, and creative, since it attempts to develop alternative approaches and understandings. Four areas are explored which the author believes are significant in helping to develop a broader understanding of the foundations and implications of evolutionary learning. They are systems thinking, which emphasizes the need to study wholes and relationships rather than static parts or essences; the development of relationships based on partnership rather than domination; an understanding of the creative process whereby we create both our world and our knowledge of it; and moral sensitivity, the process whereby we can begin to bridge the gap between moral relativism and absolutism.
590 $a School code: 0795.
650 4 $a Business Administration, Management. $3 626628
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Psychology, General. $3 1018034
650 4 $a Education, Philosophy of. $3 783746
690 $a 0454
690 $a 0525
690 $a 0621
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710 2 $a Saybrook Graduate School and Research Center. $3 1253238
773 0 $t Dissertation Abstracts International $g 53-01A.
790 $a 0795
791 $a Ph.D.
792 $a 1991
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9214043