Bøker av David W. Jardine

Presents a collection of essays by noted curriculum scholar and philosopher of education, David W. Jardine. It ranges over twenty-five years of work with teachers and students in schools. The main purpose of these essays is to provide teachers with new ways of thinking about their circumstances that side step some of the panic and exhaustion that is all too typical of many school settings.

This book explores three interrelated roots of scholarly work that have a supportive and elaborative affinity to authentic and engaging classroom inquiry: ecological consciousness, Buddhist epistemologies, philosophies and practices, and interpretive inquiry or "hermeneutics". The authors bring decades of classroom and supervisory experience in grades K-12.

A provocative study of fragmentation in education, showing how teachers can escape the rigidity of the school system to pursue a new theory of education.

In this text Jardine, Clifford, and Friesen set forth their concept of curriculum as abundance and illustrate its pedagogical applications through specific examples of classroom practices; the work of specific children; and specific dilemmas, imag

This book is about an ecological-interpretive image of "the basics." Essays detailing everyday, lived events in classroom life are presented to help readers see beneath the surface ordinariness of these events to uncover and examine the underlying complex and contested meanings they contain. Readers are invited to imagine what would happen to our understanding of teaching and learning if we stepped away from the image of basics-as-breakdown under which education labors today - an image of fragmentation, isolation, and the consequent dispensing, manipulation and control of the smallest, simplest, most meaningless bits and pieces of the living inheritances that are entrusted to teachers and learners in schools. By involving readers in re-thinking the idea of the "basics" in educational theory and practice, this book offers a more generous, rigorous, difficult, and pleasurable image of what this term might mean in the living work of teachers and learners. This is a valuable text for practicing teachers and student-teachers interested in re-imagining what is basic to their work and the work of their students. It also provides examples of interpretive inquiry that will be helpful for graduate students and scholars in the areas of curriculum, teaching, and learning who are interested in pursuing this form of research and writing. The Second Edition: is guided by the view that thinking the world together is a form of ecological thinking adds chapters that take up the ecological aspects of this vision, the hermeneutic aspects, and curricular aspects in the areas of mathematics, reading and writing, and social studies; included also are chapters on child development, information and communications technologies, and more proposes a version of "the basics" that asks teachers to be public intellectuals who think about the world, who think about the knowledge we have inherited and to which we are offering our students living, breathing access

Deals with an ecological-interpretive image of 'the basics'. This title presents essays detailing everyday, lived events in classroom life to help readers see beneath the surface ordinariness of these events to uncover and examine the underlying complex and contested meanings they contain.

Addresses curriculum and teaching topics, such as mathematics, science, environmental education, social studies, language arts, and the arts curriculum. This book also sheds light on the issues that arise from inviting student-teachers and practicing teachers into the idea of curriculum of abundance.