Education & AnarchyEducation and Anarchy sets in motion a way of thinking about, questioning, and responding to what we can do in the face of chaos, which, whether we acknowledge it or not, animates and drives our relation to learning and teaching. Each chapter addresses different aspects of how we can learn to live creatively with this potential for losing control over what we would master, by providing practical examples and lesson plans involving both traditional literary approaches and also more experimental non-verbal modes of expression across the curriculum and disciplines. Education and Anarchy concludes by reaffirming that each student can provide you, the teacher, with ample opportunities to remember, and to learn from, how you learn best. In the end: education is about letting students learn. Despite pressures from above, teachers---of whatever rank and working in no matter what discipline or field of study-- are the ultimate guardians of this truth. |
From inside the book
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Page 56
... moral theme that she took from the poem : " Intemperance to trade things in order to indulge . " The poem's structure and meaning obviously are far more complex than an undergraduate's synopsis can allow ; still , her tagged findings ...
... moral theme that she took from the poem : " Intemperance to trade things in order to indulge . " The poem's structure and meaning obviously are far more complex than an undergraduate's synopsis can allow ; still , her tagged findings ...
Page 74
... moral themes ( like the active quest for practical tem- perance ) . By virtue of the mnemonic capers that students were assigned , which cumulatively constituted a visual record of their journey toward Knowledge , they succeeded in ...
... moral themes ( like the active quest for practical tem- perance ) . By virtue of the mnemonic capers that students were assigned , which cumulatively constituted a visual record of their journey toward Knowledge , they succeeded in ...
Page 130
... moral value . If this is tanta- mount to teaching ethics , then I am guilty as charged . After all , ethics , broadly speaking , informs everything we do in the classroom ; for example , how we treat our students , the honesty with ...
... moral value . If this is tanta- mount to teaching ethics , then I am guilty as charged . After all , ethics , broadly speaking , informs everything we do in the classroom ; for example , how we treat our students , the honesty with ...
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Common terms and phrases
action activities aesthetic allow Anatomy of Melancholy apply approach asked assigned attack basic become begin blade body called capers Chapter classroom comes concept concerned consider course create critical DEATH discussed enables engage especially ethics example experience extent fear fencing FIGURE follows further give grid hand happen Heidegger human ideas instruction involved keep kind knowledge learning less lesson literature live look material matter means memory method mind mnemonic moral move nature once one's original perhaps philosophy play poem possible practical presented Press questions reflect remains respect responses result seek seen sense speak specific stand tagged taught teacher teaching tend theme things thinking thought tion traditional truth turn understand University