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 xi
... nature . And yet , anarchy dances hand in hand with education if learning is destined to occur . No matter how much it may be feared , or the lengths to which people go to short - circuit it , anarchy remains a vital , if unspoken ...
... nature . And yet , anarchy dances hand in hand with education if learning is destined to occur . No matter how much it may be feared , or the lengths to which people go to short - circuit it , anarchy remains a vital , if unspoken ...
Page 16
... nature of how they are assigned in the first place . When grade inflation is discussed , most people straighten up and look serious and concerned for there is an overriding fear that the values represented by these symbols are deviating ...
... nature of how they are assigned in the first place . When grade inflation is discussed , most people straighten up and look serious and concerned for there is an overriding fear that the values represented by these symbols are deviating ...
Page 83
... nature of the material being studied , and , of course , taking into account projected outcomes . In say- ing this , I am acknowledging that ( at least where questions are con- cerned ) , in practice , teachers tend to teach toward ...
... nature of the material being studied , and , of course , taking into account projected outcomes . In say- ing this , I am acknowledging that ( at least where questions are con- cerned ) , in practice , teachers tend to teach toward ...
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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