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Record Nr. |
UNINA9910828766503321 |
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Autore |
Silver Sean <1972-> |
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Titolo |
The mind is a collection : case studies in eighteenth-century thought / / Sean Silver |
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Pubbl/distr/stampa |
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Philadelphia, Pennsylvania : , : University of Pennsylvania Press, , 2015 |
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©2015 |
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ISBN |
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Descrizione fisica |
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1 online resource (381 p.) |
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Collana |
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Disciplina |
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Soggetti |
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Collectors and collecting - History - 17th century |
Collectors and collecting - History - 18th century |
Museums - Curatorship - England - London - History - 17th century |
Museums - Curatorship - England - London - History - 18th century |
Imagination (Philosophy) |
England Intellectual life 17th century |
England Intellectual life 18th century |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Front matter -- Contents -- Preface : Welcome To The Museum -- Introduction -- Case 1. Metaphor -- Case 2. Design -- Case 3. Digression -- Case 4. Inwardness -- Case 5. Conception -- Case 6. Dispossession -- Conclusion -- Notes -- Index -- Acknowledgments |
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Sommario/riassunto |
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John Locke described the mind as a cabinet; Robert Hooke called it a repository; Joseph Addison imagined a drawer of medals. Each of these philosophers was an avid collector and curator of books, coins, and cultural artifacts. It is therefore no coincidence that when they wrote about the mental work of reason and imagination, they modeled their powers of intellect in terms of collecting, cataloging, and classification.The Mind Is a Collection approaches seventeenth- and eighteenth-century metaphors of the mind from a material point of view. Each of the book's six chapters is organized as a series of linked exhibits that speak to a single aspect of Enlightenment philosophies of mind. From his first chapter, on metaphor, to the last one, on dispossession, Sean Silver looks at ways that abstract theories referred to cognitive |
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ecologies—systems crafted to enable certain kinds of thinking, such as libraries, workshops, notebooks, collections, and gardens. In doing so, he demonstrates the crossings-over of material into ideal, ideal into material, and the ways in which an idea might repeatedly turn up in an object, or a range of objects might repeatedly stand for an idea. A brief conclusion examines the afterlife of the metaphor of mind as collection, as it turns up in present-day cognitive studies. Modern cognitive theory has been applied to the microcomputer, and while the object is new, the habit is as old as the Enlightenment. By examining lived environments and embodied habits from 1660 to 1800, Silver demonstrates that the philosophical dualism that separated mind from body and idea from thing was inextricably established through active engagement with crafted ecologies. |
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2. |
Record Nr. |
UNINA9910424947403321 |
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Autore |
Morley Dawn A |
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Titolo |
Applied Pedagogies for Higher Education : Real World Learning and Innovation across the Curriculum / / edited by Dawn A. Morley, Md Golam Jamil |
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Pubbl/distr/stampa |
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Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2021 |
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ISBN |
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Edizione |
[1st ed. 2021.] |
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Descrizione fisica |
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1 online resource (XXIII, 415 p.) : 20 illus |
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Classificazione |
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EDU009000EDU015000EDU031000EDU034000 |
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Disciplina |
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Soggetti |
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Professional education |
Vocational education |
Education, Higher |
Learning, Psychology of |
Education and state |
Professional and Vocational Education |
Higher Education |
Instructional Psychology |
Educational Policy and Politics |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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Chapter 1. Introduction. Real world learning - recalibrating the higher education response towards application to lifelong learning and diverse career paths; Dawn A. Morley and Md Golam Jamil -- PART I. Emerging responses in real world learning -- Chapter 2. Internal knowledge transfer: professional development programmes and embedding real world learning for full-time undergraduates; David Perrin, Connie Hancock and Ruth Miller -- Chapter 3. The role of professional networks in supporting and developing real world learning; Joanne Brindley and Stuart Sims -- Chapter 4. Real World Learning through Civic Engagement: Principles, Pedagogies and Practices; Kristine Mason O'Connor and Lindsey McEwen -- Chapter 5. Working and learning through the local community- four case studies from higher education that promote civic engagement; Dawn A. Morley, Tracey Gleeson, Kerstin Mey, Anne Warren-Perkinson, Tracey Bourne, Amy E. King, Linda Cooper and Duncan Reavey -- Real world learning and the internationalisation of higher education: approaches to making learning real for global communities -- Md Golam Jamil, Nazmul Alam, Natascha Radclyffe-Thomas, Mohammad Aminul Islam, A.K.M. Moniruzzaman Mollah, Annajiat Alim Rasel -- PART II. Moving learning into real world practice: extending student opportunities in higher education -- Chapter 7. Designing and supporting extraordinary work experience; Dawn A. Morley, Paul Marchbank, Tony Steyger, Lesley Taylor, Anita Diaz and Pauline Calleja -- Chapter 8. Making Projects Real in a Higher Education Context; Roy Hanney -- Chapter 9. Real world learning: Simulation and Gaming; Jonathan Lean, Jonathan Moizer, Cathrine Derham, Lesley Strachan and Zakirul Bhuiyan -- Chapter 10. Learning enterprise and entrepreneurship through real business projects; Lucy Hatt -- Chapter 11. The journey of Higher Degree Apprenticeships (HDAs); Claire Hughes and Gillian Saieva -- PART III. The journey of Higher Degree Apprenticeships (HDAs) -- Chapter 12. Making inspiration mainstream: Innovative pedagogies for the real world; Carina Buckley and Maria Kukhareva -- Chapter 13. ‘Getting to the soul’: radical facilitation of real world learning in higher education programmes through reflective practice; Jo Trelfa -- Chapter 14. Real world learning and authentic assessment; Melenie Archer, Dawn A. Morley and Jean-Baptiste R.G. Souppez -- Chapter 15. Using educational technology to support students’ real world learning; Edward Bolton and Roger Emery -- Chapter 16. Real Time, Real World Learning – capitalising on mobile technology; Keith D. Parry, Jessica Richards, Cameron McAuliffe -- Chapter 17. Conclusion. Real world learning – researching and co constructing working definitions for curriculum development and pedagogy; Dawn A. Morley. |
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Sommario/riassunto |
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This open access book critiques real world learning across both the curriculum and extracurricular activities. Drawing on disciplines as diverse as business, health, fashion, sociology and geography, the editors and authors employ a cross-disciplinary approach to examine how this concept is being applied in higher education. Divided into three parts, the authors and contributors analyse broader applications of real world learning, student experience of practicing in a real world setting, and how learning strategies can be employed to engage students in real world learning. The editors and contributors provide up-to-date, cross-disciplinary and international insights into how real world learning could be integrated into the higher education curriculum to support effective, relevant and life-long learning for 21st century |
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students. Dawn A. Morley is Postdoctorate Research Fellow at Solent University, UK. She specialises in how students’ learning at university can be connected to greater work readiness and is the lead editor on two previously published edited collections related to work-based learning. Md Golam Jamil is a pedagogic researcher at the University of Bristol, UK. His research interests include applied pedagogies, research-informed teaching, technology-enhanced learning and language education. |
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