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Kang Zhao

educative function of his view of democratic life. Peters’ quoting and interpreting of this paragraph is important not only because this part is missing in the printed text in Chinese transcription, 1 but also because it helps further clarify Dewey’s thinking concerning the “link” between democracy and

Dwelling, Building, Thinking

A Post-Constructivist Perspective on Education, Learning, and Development

Series:

Wolff-Michael Roth

In this book, the author presents a major challenge to (social) constructivism, which has become an ideology that few dare to critique. Transgressing the boundaries of this ideology, the author develops an alternative epistemology that takes dwelling as the starting point and ground. Dwelling enables building and thinking (‘constructing’). It is an epistemology in which there is a primacy of social relations, which are the first instantiations of the higher psychological functions ascribed to humans. Starkly contrasting constructivism, the author shows how the commonness of the senses and the existence of social relations lead to common sense, which is the foundation of everything rational and scientific. Common sense, which comes from and with dwelling, is the ground in which all education is rooted. Any attempt to eradicate it literally uproots and thus alienates students from the life and world with which they are so familiar.

Niall Keane

-ontological analyses of death, conscience, guilt, and discourse, I would like to examine Heidegger’s various attempts to confront the issue of silent origins together with his later efforts to sketch the contours of what he sees as the necessary transition to another form of thinking. However, this other form of

Design Thinking

Das Denken, das Apple & Co. groß gemacht hat

Edited by Martin Ludwig Hofmann and Andreas K. Vetter

Wie entstehen Innovationen? Dieses Buch will Mut machen. Es will dazu anregen, Hemmungen zu überwinden und gewohnte Pfade des Denkens zu verlassen. Und es will ein Ins trumentarium vorstellen, das bei der Suche nach ungewöhnlichen Lösungen helfen kann: DESIGN THINKING. Kreativdirektoren, Designmanager und Designwissenschaftler stellen in diesem Buch das Konzept des Design Thinking vor – inklusive einer konkreten Handlungsanleitung. Ganz im Sinne der zeitlosen Worte von Paul Arden, dem legendären Kreativdirektor von Saatchi & Saatchi: »Wenn wir Angst haben und auf Nummer sicher gehen wollen, sollten wir kurz inne halten und überlegen, was wir dadurch verpassen könnten.«

Thinking Northern

Textures of Identity in the North of England

Series:

Edited by Christoph Ehland

Thinking Northern offers new approaches to the processes of identity formation which are taking place in the diverse fields of cultural, economic and social activity in contemporary Britain. The essays collected in this volume discuss the changing physiognomy of Northern England and provide a mosaic of recent thought and new critical thinking about the textures of regional identity in Britain. Looking at the historical origin of Northern identities and at current attitudes to them, the book explores the way received mental images about the North are re-deployed and re-contained in the ever-changing socio-cultural set-up of society in Northern England. The contributors address representation of Northernness in such diverse fields as the music scene, multicultural spaces, the heritage industries, new architecture, the arts, literature and film.

Künne, Wolfgang and Petzoldt, Matthias

[German Version] Thinking is a ramified concept. A survey of the phenomena of thinking must register several distinctions. (a) Thinking may be propositional (“X thinks that p”) or nominal (“X thinks of Y ”). (b) Propositional thinking is sometimes a state in which a thinker can be even when in a

Peng Fuchun

With the consideration of some issues in contemporary philosophy, this thesis attempts to analyze being, thinking and language as philosophical subjects, and clear up the multiple meanings for each of them. It will also inquire the traditional methods in both Chinese and Western philosophy, and those in contemporary thinking. Finally, it puts forward a theory of “the critique without principles”. The thesis aims to explore a new way to solve the problems of contemporary philosophy by changing its subjects and methods.

On Chinese Body Thinking

A Cultural Hermeneutic

Series:

Wu

This book uses Western philosophical tradition to make a case for a form of thinking properly associated with ancient China. The book's thesis is that Chinese thinking is concrete rather than formal and abstract, and this is gathered in a variety of ways under the symbol “body thinking”. The root of the metaphor is that the human body has a kind of intelligence in its most basic functions. When hungry the body gets food and eats, when tired it sleeps, when amused it laughs. In free people these things happen instinctively but not automatically.
The metaphor of body thinking is extended far beyond bodily functions in the ordinary sense to personal and communal life, to social functions and to cultivation of the arts of civilization. As the metaphor is extended, the way to stay concrete in thinking with subtlety becomes a kind of ironic play, a natural adeptness at saying things with silences. Play and indirection are the roads around formalism and abstraction. Western formal thinking, it is argued, can be sharpened by Chinese body thinking to exhibit spontaneity and to produce healthy human thought in a community of cultural variety.

Building Computational Thinking

Design and Making in Teacher Education

Laurie O. Campbell and Samantha Heller

Introduction National calls for a competitive workforce in STEM have spotlighted computational thinking as a skill necessary to be globally competitive in all areas of STEM . Wing ( 2006 , 2008 ) presented a national challenge to teach computational thinking to every person and to begin at an

Reading, Writing, and Thinking

The Postformal Basics

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Paul L. Thomas and Joe Kincheloe

In a world gone mad with standardized curricula and the degradation of the profession of teaching, P. L. Thomas and Joe Kincheloe attempt to bring sanity back to the discussion of the teaching of some of the basic features of the educational process. In Reading, Writing, and Thinking: The Postformal Basics the authors take on the “rational irrationality” of current imperial pedagogical practices, providing readers with provocative insights into the bizarre assumptions surrounding the contemporary teaching of reading, writing, and thinking. The authors are obsessed with producing an accessible book for multiple audiences—parents, teachers, scholars of education—that moves beyond critique to a new domain of the social and educational imagination. Readers of Thomas’ and Kincheloe’s book embark on a mind trip beginning with “what is” and moving to the realm of “what could be.” In this context they introduce readers to a critical theory of thinking—postformalism—that moves the social and educational conversation to a new terrain of individual and social consciousness.
Tired of the same educational policies and “solutions” in the teaching of reading, writing, and thinking, the authors become socio-psychic explorers who move readers past the boundaries of contemporary pedagogical perception.