Landscapes of Learning.

Autor/in	Greene, Maxine
Titel	Landscapes of Learning.
Quelle	(1978), (255 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Aesthetic Education; Educational Anthropology; Educational Objectives; Educational Philosophy; Educational Practices; Educational Problems; Educational Sociology; Elementary Secondary Education; Existentialism; Futures (of Society); Higher Education; Humanistic Education; Individual Needs; Literature Reviews; Moral Development; Perspective Taking; Relevance (Education); School Role; Self Concept; Sex Discrimination; Social Change; Social Influences; Social Problems; Teacher Education Curriculum; Teacher Influence; Technology; Values; Womens Education + Suchen Sie Ihr Suchwort? Ästhetische Bildung; Pädagogische Anthropologie; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; Bildungssoziologie; Erziehungssoziologie; Existenzialismus; Future; Society; Zukunft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Humanistische Bildung; Moralische Entwicklung; Zukunftsperspektive; Relevance; Relevanz; Selbstkonzept; Sex; Discrimination; Geschlecht; Diskriminierung; Sozialer Wandel; Sozialer Einfluss; Social problem; Soziales Problem; Technologie; Wertbegriff; 'Women''s education'; Frauenbildung
Abstract	The commitment of educators to human development goals is a major theme of the booklet's 17 essays. Compiled from lectures written by the author during 1974-77, the essays explore individual potential, the cultural significance of various life situations, and personal fulfillment within each individual's particular landscape of work, experience, and aspiration. Section I examines the relationships among critical reflection, self-awareness, and morality. Contrasts are drawn between those individuals who strive to think and act in reasonable and scientific ways and those who view problems of modern society through magic, ancient myths, and mysticism. Section II focuses on social issues and assesses their implications for education. Issues discussed include social inequality, the rising number of dropouts, bureaucracy, violence, and the dehumanization of mass society. Section III presents arguments for including arts and humanities in the curriculum at all levels. The final section concentrates on predicaments of women in education and society. These include sexism in schools, exclusion of women from equal education throughout most of American history, and lack of self-confidence among women. (Author/DB)
Anmerkungen	Teachers College Press, 1234 Amsterdam Avenue, New York, New York 10027 ($9.95 paperbound)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01