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. |
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Page 83
... suggest that you make sure you have your students keep in mind that a caper or question sheet of any kind ( even , and especially , a test ) reflects ( and enables students to reflect on ) peda- gogical methods . With this in mind , you ...
... suggest that you make sure you have your students keep in mind that a caper or question sheet of any kind ( even , and especially , a test ) reflects ( and enables students to reflect on ) peda- gogical methods . With this in mind , you ...
Page 138
... suggest some pos- sible ways that ethics can be approached in the classroom , if not taught . ] A ) What would Socrates / Plato have us do to lead the " good life " ? B ) After all , Plato uses the same tricks 138 Education & Anarchy.
... suggest some pos- sible ways that ethics can be approached in the classroom , if not taught . ] A ) What would Socrates / Plato have us do to lead the " good life " ? B ) After all , Plato uses the same tricks 138 Education & Anarchy.
Page 153
... suggest that the Spanish presence in America should be skipped or whitewashed . In acknowledging the tradition - and , as we saw in Chapter 3 , at times repeating it - we are not necessarily kowtowing to it . In acknowl- edging the ...
... suggest that the Spanish presence in America should be skipped or whitewashed . In acknowledging the tradition - and , as we saw in Chapter 3 , at times repeating it - we are not necessarily kowtowing to it . In acknowl- edging the ...
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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