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Rediscovering The Spirit Of Education After Scientific Management

Is it meaningful to think of education as having a spirit - a large orientation that gives it a purpose and motivation, without reducing it to rules, codes, outcomes or methods? If so , how might this spirit be understood in education today? This book addresses these questions. It also explains why the spirit of education today is systematically being diminished to something less worthy of educati...

Paperback: 238 pages
Publisher: Sense Publishers (January 15, 2010)
Language: English
ISBN-10: 9460911560
ISBN-13: 978-9460911569
Product Dimensions: 6.1 x 0.5 x 9.2 inches
Amazon Rank: 3103197
Format: PDF ePub djvu book

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nal endeavour. It is argued that globally and at all levels including • early childhood • primary • secondary • initial teacher education and • tertiary. • Education is being eroded. Otherwise put, education is more and more being brought under the yoke of a mode of thought that reduces it to something mechanical, narrowly characterized by codes, predefined outcomes, protocols and rules. The cause, it is argued is the growing dominance of a new fashion in education called 'scientific management'. Scientific management has become the new and unquestionable orthodoxy in education. As a consequence, it has become increasingly difficult to imagine, let along articulate, an alternative. This book explores the origins and fundamental assumptions of scientific management, and suggests how the spirit of education might be rediscovered by turning instead to a more 'ethical', 'socially interpersonal', and 'full bodied' orientation. The approach taken avoids the difficulties usually associated with such ethically oriented treatments of education by drawing on recent findings in neurophysiology, psychology, primate and language studies. The book is a Reader, and is designed to both supplement and invigorate undergraduate and postgraduate courses in education, and to appeal to general readers who have an interest in education. The book will be particularly suitable as a supplement for undergraduate and postgraduate courses in • initial teacher education, • educational psychology, • sociology of education, • philosophy of education and • curriculum and assessment.