By George Allan, Malcolm D. Evans
This booklet of twelve essays applies the holistic theories of approach philosophy to the tutorial demanding situations that academics face in today’s complexly altering global. subject matters variety from employees improvement to spirituality, exploring problems with scholar and instructor motivation, developmental phases of studying, creative pondering and writing, nourishing relationships, ethical and environmental schooling, and the improvement of hospitable studying environments. Philosophy of schooling (PHED) welcomes lower than its interdisciplinary and cosmopolitan umbrella books on modern, recurrent, conventional, and non-traditional topics within the philosophy of schooling.
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Additional info for A Different Three Rs for Education: Reason, Relationality, Rhythm (Value Inquiry Book Series 176)
New York: Dutton. Birch, Charles. (1990) A Purpose for Everything: Religion in the Postmodern World. : Twenty-Third Publications. Brumbaugh, Robert S. (1982) Whitehead, Process Philosophy, and Education. Albany: State University of New York Press. Lowe, Victor. (1966) Understanding Whitehead. Baltimore: Johns Hopkins Press. , ed. (1981) A Key to Whitehead’s Process and Reality. Chicago: University of Chicago Press Wallack, F. Bradford. (1980) The Epochal Nature of Process in Whitehead’s Metaphysics.
Scholars and teachers think of themselves and others as primarily intellectual, but human beings are basically emotional creatures. Emotion precedes action, emotion accompanies action, and emotion remains with us when action has ceased. The axiom “all experience is emotional” is given careful consideration by educators who exhibit a process perspective. Let us turn to an exploration of that axiom. Teachers at all levels and in diverse institutions experience daily a range of emotions within themselves and in others.
For hedonists, those rules have to do with means only. They are instrumental rules, directions for how to get to some end. For law-based approaches, these rules have to do with the ends that are appropriate to seek, not just with the means for doing so. They are intrinsic rules, directions for the conditions governing the pursuit of any ends and every means. The seven hedonistic criteria Bentham says we should apply in calculating which action will bring the greatest happiness constitute a complex rule that can be memorized, and then tested for by administering an objective examination—listing the criteria, explaining them briefly, putting them to work in calculating the worth of a particular action.
A Different Three Rs for Education: Reason, Relationality, Rhythm (Value Inquiry Book Series 176) by George Allan, Malcolm D. Evans