3: [K-N]

• Record Nr.: UNICASRAV0059037
• Pubbl/distr/stampa: Roma, : Editori riuniti, 1977
• Descrizione fisica: XII, 705 p., [16] c. di tav. : ill. ; 24 cm.
• Lingua di pubblicazione: Italiano
• Formato: Materiale a stampa
• Livello bibliografico: Monografia

Values education and technology : the ideology of dispossession / / Peter C. Emberley

• Record Nr.: UNINA9910780558203321
• Autore: Emberley Peter C (Peter Christopher), <1956->
• Pubbl/distr/stampa: Toronto, [Ontario] ; ; Buffalo, [New York] ; ; London, [England] : , : University of Toronto Press, , 1995; ©1995
• ISBN: 1-282-00285-6; 9786612002854; 1-4426-8301-5
• Descrizione fisica: 1 online resource (341 p.)
• Collana: Toronto Studies in Education
• Disciplina: 370.114
• Soggetti: Moral education; Values - Study and teaching; Technology - Moral and ethical aspects; Electronic books.
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Bibliographic Level Mode of Issuance: Monograph
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: 1. Values and Values Education: Towards a New Regime -- 2. The World and Spirit as Possession -- 3. Values Education: Three Models -- 4. Values Development: The Hegelian Experiment -- 5. Values ; Clarification: The Nietzschean Experiment -- 6. The Technological Environment -- 7. From Dispossession to Possession.
• Sommario/riassunto: The consequence of this collusion between values education and technological consciousness is a person who cannot be critical of technology, one who cannot recognize any limits to our technological prowess. Whether this collusion is intentional or inadvertent is one of the many issues Emberley pursues. He proposes pedagogical options which revive the spirit (though not the letter) of the 'traditional curriculum.' He argues that the aim of education is to produce a character that does not allow reason to become merely a faculty of shrewd calculation and technical expertise.; For decades, values education has been one of the most hotly contested areas of reappraisal in school curricula. This book contributes to the debate with the controversial proposition that the current modes of values education are not cultivating the qualities associated with moral judgment and character, that they are in fact producing a consciousness which merely reinforces some of the potentially destructive tendencies of modern technology.