Time for Educational Poetics
Why Does the Future Need Educational Poetics?
Series: - Bold Visions in Educational Research, Volume: 66
In
Time for Educational Poetics the author addresses a discussion in the context of today’s philosophy of education and educational research. Conceptually, educational poetics is not limited to a theoretical construction, but rather focuses on the creative, imaginative and poetic experience, to being recreated in the teaching-learning process.
Educational poetics is rooted in the philosophical and aesthetic thought of South Asia, specifically in how contemplative and creative practices re-introduced by Rabindranath Tagore. Educational poetics is the convergence of research in creative contemplation and poetic creation, practices of conscious attention and mindfulness, and practices of peace education and philosophy of non-violence. This book leads to a perspective in thinking about the risks that jeopardize the future of young generations.
Educational poetics is rooted in the philosophical and aesthetic thought of South Asia, specifically in how contemplative and creative practices re-introduced by Rabindranath Tagore. Educational poetics is the convergence of research in creative contemplation and poetic creation, practices of conscious attention and mindfulness, and practices of peace education and philosophy of non-violence. This book leads to a perspective in thinking about the risks that jeopardize the future of young generations.
Xicoténcatl Martínez Ruiz, Ph.D., Lancaster University, is Editor in Chief of the
Journal Innovación Educativa at Instituto Politécnico Nacional, and a researcher focused on Philosophy of Education, Indian Philosophy, peace and non-violence. He has published articles, translations of Sanskrit and edited books.
Acknowledgements
Chapter 1: The Basics of Educational Poetics
What Is Educational Poetics?
The Space between Two Rhythms: Unconventional Pedagogies
Chapter 2: The Society of Predetermination
Chapter 3: Poetics and Pedagogy of Freedom
Pedagogy for Freedom
Chapter 4: A Creative Contemplation Approach and Responsible Innovation
Prospective Philosophy of Education and Responsible Innovation
Demographics: Why Do We Care Now for Responsible Innovation
Reconsidering the Future: AI from an Outlook of Responsible Innovation
Future-Oriented Humanistic Perspective: Towards 2030
Educative Interventions to Nourish Responsible Innovation
Chapter 5: The Value of Future: Infosphere and Conscious Attention
Notes for a Philosophy of Infosphere
Are We Instruments of Our Instruments?
Conscious Attention, Egocentrism and the Infosphere
A Call for Digital Ethics of Infosphere
Egocentrism, Selfish Gene and Conscious Attention
Future under Risk or Innovation with No Ethic Regulation
Our Daily Life in the Infosphere
Chapter 6: A Claim for Non-Violence and Peace Education
Unemployment and Costs of Violence
Unemployment, Multifactorial Violence: The Claim for Ahimsa
Youth and Re-Approaching the Future through Non-Violence
Again Greek Êthos
Chapter 7: Interpreting Poetics, Cognitions and Aesthetic Emotion
Educational Poetics Is Polysemic
Creative Improvisation
Harmony and Environmental Awareness
Chapter 8: Creative Contemplation
How Are Tagore’s Educational Ideas Still Relevant in the Era of Hyperconnectivity?
Tagore, Creative Contemplation and Freedom
Creative Contemplation in Educational Poetics
Imagination and Recreation
Freedom and the Art of Movement
Chapter 9: Conscious Attention and Philosophy of Non-Violence
Contemplation, Mindfulness and Meditation
Philosophy of Non-Violence for Young People
Epilogue: Autumn Dissipates
Index
Part 1: Time for Educational Poetics: A Philosophy of Education for Our Time
Chapter 1: The Basics of Educational Poetics
What Is Educational Poetics?
The Space between Two Rhythms: Unconventional Pedagogies
Chapter 2: The Society of Predetermination
Chapter 3: Poetics and Pedagogy of Freedom
Pedagogy for Freedom
Part 2: Why We Care Now for Educational Poetics and a Philosophy of Responsible Innovation?
Chapter 4: A Creative Contemplation Approach and Responsible Innovation
Prospective Philosophy of Education and Responsible Innovation
Demographics: Why Do We Care Now for Responsible Innovation
Reconsidering the Future: AI from an Outlook of Responsible Innovation
Future-Oriented Humanistic Perspective: Towards 2030
Educative Interventions to Nourish Responsible Innovation
Chapter 5: The Value of Future: Infosphere and Conscious Attention
Notes for a Philosophy of Infosphere
Are We Instruments of Our Instruments?
Conscious Attention, Egocentrism and the Infosphere
A Call for Digital Ethics of Infosphere
Egocentrism, Selfish Gene and Conscious Attention
Future under Risk or Innovation with No Ethic Regulation
Our Daily Life in the Infosphere
Chapter 6: A Claim for Non-Violence and Peace Education
Unemployment and Costs of Violence
Unemployment, Multifactorial Violence: The Claim for Ahimsa
Youth and Re-Approaching the Future through Non-Violence
Again Greek Êthos
Part 3: Why Does the Future Need Educational Poetics?
Chapter 7: Interpreting Poetics, Cognitions and Aesthetic Emotion
Educational Poetics Is Polysemic
Creative Improvisation
Harmony and Environmental Awareness
Chapter 8: Creative Contemplation
How Are Tagore’s Educational Ideas Still Relevant in the Era of Hyperconnectivity?
Tagore, Creative Contemplation and Freedom
Creative Contemplation in Educational Poetics
Imagination and Recreation
Freedom and the Art of Movement
Chapter 9: Conscious Attention and Philosophy of Non-Violence
Contemplation, Mindfulness and Meditation
Philosophy of Non-Violence for Young People
Epilogue: Autumn Dissipates
Index
All interested in new approaches of educational research, philosophy of education and the educational ideas of Rabindranath Tagore for young people; anyone concerned with educational poetics, non-violence and conscious attention.