Knowing from the Inside

Cross-Disciplinary Experiments with Matters of Pedagogy

AvTim Ingold

Inbunden, Engelska, 2022

Del i serien Alternative | Education

1 320 kr

Beställningsvara. Skickas inom 10-15 vardagar. Fri frakt över 249 kr.

Beskrivning

Knowledge comes from thinking with, from and through things, not just about them. We get to know the world around us from the inside of our being in it. Drawing on the fields of anthropology, art, architecture and education, this book addresses what knowing from the inside means for practices of teaching and learning. If knowledge is not transmitted ready-made, independently of its application in the world, but grows from the crucible of our engagements with people, places and materials, then how can there be such a thing as a curriculum? What forms could it take? And what could it mean to place such disciplines as anthropology, art and architecture at the heart of the curriculum rather than – as at present – on the margins? In addressing these questions, the fifteen distinguished contributors to this volume challenge mainstream thinking about education and the curriculum, and suggest experimental ways to overcome the stultifying effects of current pedagogic practice.

Produktinformation

Utgivningsdatum:2022-03-24
Mått:156 x 234 x undefined mm
Format:Inbunden
Språk:Engelska
Serie:Alternative | Education
Antal sidor:272
Förlag:Bloomsbury Publishing PLC
ISBN:9781350217140

Utforska kategorier

Mer om författaren

Tim Ingold is Professor Emeritus of Social Anthropology at the University of Aberdeen, Scotland. His recent books include Anthropology and/as Education (2018), Anthropology: Why it Matters (2018), Correspondences (2020) and Imagining for Real (2022).

Recensioner i media

This ground-breaking book is at once provoking and informative. The concept of ‘Knowing from the Inside’ reminds us that all we seek to know stems from the place we call ‘home’. This book will stimulate debates and synergies amongst scholars across disciplines but it will also invite reflection from those who are interested in the powers of art and anthropology to lead our gaze, to pay attention, that is, to educate.

Innehållsförteckning

List of FiguresNotes on ContributorsAcknowledgementsSeries Editors’ ForewordIntroduction, Tim Ingold (University of Aberdeen, UK)1. Learning with Potentials, Cathrine Hasse (University of Aarhus, Denmark)2. A Pedagogy of Attention to the Light in the Eyes, Jan van Boeckel (Hanze University of Applied Sciences, the Netherlands)3. Proportion, Analogy and Mixture: Unearthing Mathematical Measurement Practices, Elizabeth de Freitas (Manchester Metropolitan University, UK) and Nathalie Sinclair (Simon Fraser University, Canada)4. Creative Movements: Hands, Arms, Materials and Words in Making Baskets, Stephanie Bunn (University of St Andrews, UK)5. Growing in the Midst of Things, Rachel Holmes (Manchester Metropolitan University, UK) and Amanda Ravetz (Manchester Metropolitan University, UK)6. Exploring an Autistic Curriculum: Of Pedagogy, Puppets and Perception, Melissa Trimingham (University of Kent, UK)7. ‘A house for…’: Experiments in Filmic Architecture, Raymond Lucas (Manchester Metropolitan University, UK)8. Searching for the Ethos of a Lost Art School, Judith Winter (Robert Gordon University, UK)9. Dada and the Absurd: Pedagogies of Art and Survival, Anne Douglas (Robert Gordon University, UK)10. Teaching and Learning Anthropology Otherwise: Lessons from a Collaboration between Anthropology and Laboratory Theatre, Caroline Gatt (University of Aberdeen, UK)11. Atmospheres of University Education: Courses and Forces, Jan Masschelein, Maarten Simons and Mieke Berghmans (KU Leuven, Belgium)ReferencesIndex