LEADER 03568oam 2200685I 450 001 9910450184003321 005 20200520144314.0 010 $a1-134-77829-5 010 $a1-280-40820-0 010 $a1-134-77830-9 010 $a0-203-18193-X 010 $a9786610408207 024 7 $a10.4324/9780203181935 035 $a(CKB)1000000000002556 035 $a(StDuBDS)AH3703611 035 $a(SSID)ssj0000147002 035 $a(PQKBManifestationID)11149050 035 $a(PQKBTitleCode)TC0000147002 035 $a(PQKBWorkID)10011122 035 $a(PQKB)10803543 035 $a(MiAaPQ)EBC166085 035 $a(Au-PeEL)EBL166085 035 $a(CaPaEBR)ebr10017767 035 $a(CaONFJC)MIL40820 035 $a(OCoLC)70769024 035 $a(EXLCZ)991000000000002556 100 $a20180331d1997 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe end of knowing $ea new developmental way of learning /$fFred Newman and Lois Holzman 210 1$aLondon ;$aNew York :$cRoutledge,$d1997. 215 $a1 online resource (200p.) 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a0-415-13598-2 311 $a0-415-13599-0 320 $aIncludes bibliographical references (p. [170]-177) and index. 327 $a1. Introduction : when will all these endings stop? -- 2. The epistemological bias -- 3. Radically reforming modern epistemology -- 4. Deliberately unsystematic thoughts on a new way of running a country -- 5. A community of conversations. 330 $aHas knowledge reached its limits for the human race? Modernists and postmodernists argue that we cannot continue the relentless progress of science and technology without a loss of meaning in our lives. 330 $bFor centuries, knowledge has been thought to be the key to human progress of all kinds and has dominated Western culture. But what if knowing has now become an impediment to further human development? This text is concerned with the practical consideration of how to reconstruct our world when modernist ideas have been refuted and many social problems appear insoluble. The authors suggest that we should give up knowing in favour of "performed activity". They show how to reject the knowing paradigm in practice and present the many positive implications this has for social and educational policy. Over the past two decades, a postmodern critique of the modern conception of knowing and its institutionalized practice has emerged. To many, this is a dangerous threat to the tradition of liberal education, strengthened by recent prestigious voices from the physical and natural sciences. The book challenges even the postmodernists themselves, rejecting the reform of knowing for a totally new performatory form of life. They support their argument with a new reading of Lev Vygotsky and Ludwig Wittgenstein. 606 $aKnowledge, Theory of$xHistory$y20th century 606 $aScience$xPhilosophy$xHistory$y20th century 606 $aAct (Philosophy) 606 $aPostmodernism 608 $aElectronic books. 615 0$aKnowledge, Theory of$xHistory 615 0$aScience$xPhilosophy$xHistory 615 0$aAct (Philosophy) 615 0$aPostmodernism. 676 $a001 700 $aNewman$b Fred.$0899316 701 $aHolzman$b Lois$f1946-$0899317 801 0$bFlBoTFG 801 1$bFlBoTFG 906 $aBOOK 912 $a9910450184003321 996 $aThe end of knowing$92009205 997 $aUNINA