Learning and hatred for meaning

著者

書誌事項

Learning and hatred for meaning

Hugo K. Letiche

John Benjamins Pub. Co., 1984

  • : pbk.

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注記

Summary in Dutch

Errata slip inserted

Bibliography: p. 253-263

内容説明・目次

内容説明

This study poses the problems of theoretical and philosophical pedagogy in the practice of teaching. The research goal was to improve my teaching. A concrete experience of undergraduate lecturing is the subject. This unconventional New Paradigm research strives for an immediacy of contact between text and practice. How does a beginning lecturer grapple with this job? What is it like to establish oneself as a teacher? The emphasis is upon the experience of teaching, of the school, and what is expected of one as instructor.

目次

  • 1. Acknowledgements
  • 2. Part One: Preamble, Theory, and Analysis
  • 3. 1. Preamble: Defining the Problem
  • 4. i. The Context of Research
  • 5. ii. The Reappraisal of Predecessors
  • 6. iii. Indication
  • 7. 2. Theory
  • 8. a. The Comparison
  • 9. i. The Behavioristic Approach
  • 10. ii. The Humanistic-Psychological Approach
  • 11. iii. The Cultural-Historical Approach
  • 12. iv. Summing up, I surmise that ..
  • 13. 3. Levels of Analysis and of Generic Idiograms
  • 14. a. A Denotive Variant of the Interpretative Paradigm
  • 15. i. Assuming
  • 16. ii. Practice
  • 17. b. Descriptive/Interpretative
  • 18. c. The Development
  • 19. Part Two: The Genetic Text
  • 20. Forms and Beginnings: Introduction to the Genetic Text
  • 21. a. The Presentation of the 'Context of Teaching'
  • 22. b. What Brought Me to Write These Eassays
  • 23. Interface One
  • 24. 1. 'I' Culture, Violence, and Education
  • 25. a. 'I'
  • 26. b. Culture
  • 27. c. Violence
  • 28. d. Education
  • 29. e. The Consequences of This Reflection
  • 30. Interface Two
  • 31. 2. Student: What Did You Learn/What Can You Learn
  • 32. a. A Simulated Interview
  • 33. b. The Analyis
  • 34. c. Which Body of Knowledge
  • 35. d. Reqirements Banished, Electives Trumpeted
  • 36. e. The Last Word
  • 37. Interface Three
  • 38. 3. The Knowledge Machine
  • 39. a. The Metaphor
  • 40. b. The 'World' Takes Over
  • 41. c. The Factory
  • 42. Interface Four
  • 43. 4. The Sons of Roland Barthes
  • 44. a. Method: Doxa/Para-dox
  • 45. b. Bathmology
  • 46. c. In the Mirror the Name of the Father
  • 47. d. The Teacher
  • 48. Interface Five
  • 49. 5. Orphans and Origins: Jean Paul Dolle
  • 50. a. Intellectual Friendship
  • 51. b. Demeurer
  • 52. c. Famille and Patrie
  • 53. d. Metaphysics
  • 54. e. Assessments
  • 55. Interface Six
  • 56. 6. Teaching
  • 57. a. Intersubjectivity
  • 58. b. Introsubjective
  • 59. c. Cultural Event
  • 60. i. The Dialogue
  • 61. ii. The Literature
  • 62. iii. Dominant Intellectual Trends
  • 63. Part Three: Discussion and Evaluation
  • 64. 1. Discussion and Evaluation
  • 65. a. Immediacy: la parole and 'meaning'
  • 66. b. Formative Evaluation: Knowledge is Social
  • 67. c. Summing Up and Further
  • 68. Notes
  • 69. Bibliography
  • 70. Summary in Dutch: Samenvatting

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