000 03834nam a22005175i 4500
999 _c98244
_d98244
001 978-1-137-56295-1
003 DE-He213
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007 cr nn 008mamaa
008 171024s2018 xxk| s |||| 0|eng d
020 _a9781137562951
024 7 _a10.1057/978-1-137-56295-1
_2doi
040 _cМУБИС
050 4 _aLC5201-6660.4
072 7 _aJNP
_2bicssc
072 7 _aEDU002000
_2bisacsh
072 7 _aJNP
_2thema
082 0 4 _a374
_223
100 1 _aFraser, Wilma.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aSeeking Wisdom in Adult Teaching and Learning
_h[electronic resource] :
_bAn Autoethnographic Inquiry /
_cby Wilma Fraser.
264 1 _aLondon :
_bPalgrave Macmillan UK :
_bImprint: Palgrave Macmillan,
_c2018.
300 _aXXI, 223 p. 5 illus., 4 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aChapter 1. Introduction -- Chapter 2. From Adult Education to Learning and Skills -- Chapter 3. Searching for Sophia: Wisdom as Paradox -- Chapter 4. Epiphanies, Ontologies and Epistemologies -- Chapter 5. In Search of the ‘Genea-Mythic’ -- Chapter 6. From 'Mythos' to 'Logos' -- Chapter 7. The Stories that We Tell and Those that Tell Us -- Chapter 8. Towards a Wise Curriculum -- Chapter 9. Conclusion.
520 _aThis book concerns the pursuit of wisdom in education, and the argument that wisdom – personified here as Sophia – is tragically marginalised or absent in current Western epistemological discourses. It includes a review of key historical and classical framings which have lost much potency and relevance as certain cultural narratives hold sway; these include the reductionist, technicist and highly instrumentalist discourses which shape the articulation and delivery of much education policy and practice, whilst reflecting similar troubling framings from broader neoliberal perspectives. Fraser argues that wisdom’s marginalisation has had, and continues to have, profoundly deleterious consequences for our educative practices. Through a compelling combination of narrative and autoethnographic techniques, while also drawing on philosophical and cultural traditions, the book pushes at the boundaries of emerging knowledge, including how knowledge is generated. It will be of interest to those who facilitate the learning of adults in a variety of settings as well as to students and supervisors seeking exemplars and 'justification' for working in non-traditional ways. .
650 0 _aAdult education.
650 0 _aEducation
_xPhilosophy.
650 0 _aAlternative Education.
650 0 _aEducation—Research.
650 1 4 _aLifelong Learning/Adult Education.
_0http://scigraph.springernature.com/things/product-market-codes/O42000
650 2 4 _aSociology of Education.
_0http://scigraph.springernature.com/things/product-market-codes/O29000
650 2 4 _aEducational Philosophy.
_0http://scigraph.springernature.com/things/product-market-codes/O38000
650 2 4 _aAlternative Education.
_0http://scigraph.springernature.com/things/product-market-codes/O51000
650 2 4 _aSociology of Education.
_0http://scigraph.springernature.com/things/product-market-codes/X22070
650 2 4 _aResearch Methods in Education.
_0http://scigraph.springernature.com/things/product-market-codes/O54000
710 2 _aSpringerLink (Online service)
776 0 8 _iPrinted edition:
_z9781137562944
776 0 8 _iPrinted edition:
_z9781349850556
776 0 8 _iPrinted edition:
_z9781349850549
856 4 0 _uhttps://doi.org/10.1057/978-1-137-56295-1
_yElectronic version- Цахим хувилбар
942 _2ddc
_cEBOOK