| 000 | 03432nam a22004575i 4500 | ||
|---|---|---|---|
| 999 |
_c98045 _d98045 |
||
| 001 | 978-3-319-61106-8 | ||
| 003 | DE-He213 | ||
| 005 | 20191024113005.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 170725s2018 gw | s |||| 0|eng d | ||
| 020 | _a9783319611068 | ||
| 024 | 7 |
_a10.1007/978-3-319-61106-8 _2doi |
|
| 040 | _cМУБИС | ||
| 050 | 4 | _aLB2806.15 | |
| 072 | 7 |
_aJNKC _2bicssc |
|
| 072 | 7 |
_aEDU007000 _2bisacsh |
|
| 072 | 7 |
_aJNDG _2thema |
|
| 082 | 0 | 4 |
_a375 _223 |
| 100 | 1 |
_aRoy, Kaustuv. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut |
|
| 245 | 1 | 0 |
_aRethinking Curriculum in Times of Shifting Educational Context _h[electronic resource] / _cby Kaustuv Roy. |
| 264 | 1 |
_aCham : _bSpringer International Publishing : _bImprint: Palgrave Macmillan, _c2018. |
|
| 300 |
_aIX, 239 p. _bonline resource. |
||
| 336 |
_atext _btxt _2rdacontent |
||
| 337 |
_acomputer _bc _2rdamedia |
||
| 338 |
_aonline resource _bcr _2rdacarrier |
||
| 347 |
_atext file _bPDF _2rda |
||
| 505 | 0 | _a1. Introduction: Towards a Living Curriculum -- 2. Reason and Curriculum: Rethinking the Logistikon -- 3. Ideology and Curriculum: The “Lacunar” Dialectic -- 4. Suffering and Curriculum: Acknowledging History -- 5. Aesthetics and Curriculum: Developing Negative Capability -- 6. Eros and Curriculum: Psyche and the Mechanosphere -- 7. Intuition and Curriculum: Beyond the Empirical -- 8. Corpus and Curriculum: Finding Our Rhythm -- 9. Coloniality and Curriculum: The Other World -- 10. Epilogue: The Pedagogic Situation. . | |
| 520 | _aThis book engages with the dynamic intersection of several domains such as philosophy, psychology, sociology, and pedagogy, in order to critically analyze and reinvent our understanding of curriculum. The chapters raise important questions such as: what are the conditions of possibility for a living curriculum in which Eros and intellect (or reason and intuition) are not separated? How is it possible to escape ideology that keeps us bound to defunct categories? What are the ingredients of an inquiry that is able to grasp curriculum as an expanding interpersonal movement? How do the teacher-learner ensemble get creatively constituted beyond obstructive dualities? How can we reinvent meaning in curriculum without totalization? Which indigenous understandings can be recovered in order to reinvent curriculum with greater relevance for diverse peoples? This volume addresses elements of reason, nonreason, becoming, dissipation, violence, uncertainty, transcendence, love, and death in order to come to a critical understanding of the relationship between knowledge and knower from these multiple perspectives. | ||
| 650 | 0 | _aCurriculum planning. | |
| 650 | 0 |
_aEducation _xPhilosophy. |
|
| 650 | 1 | 4 |
_aCurriculum Studies. _0http://scigraph.springernature.com/things/product-market-codes/O15000 |
| 650 | 2 | 4 |
_aEducational Policy and Politics. _0http://scigraph.springernature.com/things/product-market-codes/O19000 |
| 650 | 2 | 4 |
_aEducational Philosophy. _0http://scigraph.springernature.com/things/product-market-codes/O38000 |
| 710 | 2 | _aSpringerLink (Online service) | |
| 776 | 0 | 8 |
_iPrinted edition: _z9783319611051 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783319611075 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783319870069 |
| 856 | 4 | 0 |
_uhttps://doi.org/10.1007/978-3-319-61106-8 _yElectronic version- Цахим хувилбар |
| 942 |
_2ddc _cEBOOK |
||