LEADER 01119nam--2200349---450- 001 990006048210203316 005 20150610170755.0 035 $a000604821 035 $aUSA01000604821 035 $a(ALEPH)000604821USA01 035 $a000604821 100 $a20150610d1909----km-y0itay50------ba 101 $aita 102 $aIT 105 $a||||||||001yy 200 1 $aDiscorsi parlamentari$fdi Emanuele Gianturco$gpubblicati per deliberazione della Camera dei deputati 210 $aRoma$cTipografia della Camera dei deputati$d1909 215 $aXVIII, 909 p.$d25 cm 606 0 $aGianturco, Emanuele$xDiscorsi parlamentari$y1891-1907$2BNCF 676 $a945.0843 700 1$aGIANTURCO,$bEmanuele$07669 712 01$aItalia : Camera dei deputati 801 0$aIT$bsalbc$gISBD 912 $a990006048210203316 951 $aXV.2.B. 685$b7209 F.C.$cXV.2.B.$d376945 959 $aBK 969 $aCUOMO 979 $aMANZOP$b90$c20150610$lUSA01$h1703 979 $aMANZOP$b90$c20150610$lUSA01$h1705 979 $aMANZOP$b90$c20150610$lUSA01$h1707 996 $aDiscorsi parlamentari$9493904 997 $aUNISA LEADER 05085nam 2200709 450 001 9910456403903321 005 20200520144314.0 010 $a1-282-00285-6 010 $a9786612002854 010 $a1-4426-8301-5 024 7 $a10.3138/9781442683013 035 $a(CKB)2420000000004528 035 $a(OCoLC)288074970 035 $a(CaPaEBR)ebrary10195489 035 $a(SSID)ssj0000312598 035 $a(PQKBManifestationID)11239126 035 $a(PQKBTitleCode)TC0000312598 035 $a(PQKBWorkID)10332176 035 $a(PQKB)10274887 035 $a(CaBNvSL)thg00600079 035 $a(MiAaPQ)EBC3250382 035 $a(MiAaPQ)EBC4672222 035 $a(DE-B1597)465085 035 $a(OCoLC)944177344 035 $a(DE-B1597)9781442683013 035 $a(Au-PeEL)EBL4672222 035 $a(CaPaEBR)ebr11257897 035 $a(OCoLC)815763454 035 $a(EXLCZ)992420000000004528 100 $a20160923h19951995 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aValues education and technology $ethe ideology of dispossession /$fPeter C. Emberley 210 1$aToronto, [Ontario] ;$aBuffalo, [New York] ;$aLondon, [England] :$cUniversity of Toronto Press,$d1995. 210 4$dİ1995 215 $a1 online resource (341 p.) 225 1 $aToronto Studies in Education 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a0-8020-0423-7 320 $aIncludes bibliographical references and index. 327 $tFrontmatter -- $tContents -- $tAcknowledgments -- $tIntroduction -- $t1. Values and Values Education: Towards a New Regime -- $t2. The World and Spirit as Possession -- $t3. Values Education: Three Models -- $t4. Values Development: The Hegelian Experiment -- $t5. Values Clarification: The Nietzschean Experiment -- $t6. The Technological Environment -- $t7. From Dispossession to Possession -- $tEpilogue -- $tNotes -- $tSelect Bibliography -- $tIndex 330 $aFor 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.Emberley sets the stage for his argument with an examination of the progressive initiatives in education since the 1960s. He discusses the expectations which arose with the proposals to teach values as an explicit component of the curriculum, and reveals a hidden agenda which undermines their explicit objectives. He goes on to explore the relation between values education and technology, building on the thought of Hannah Arendt and Eric Voegelin. Technology, according to Emberley, is becoming the entire context for our understanding of reason, politics, and the intellectual or spiritual life. The question is raised whether technology has become the ontology of our age, as George Grant suggested, and whether it has eclipsed essential relations and experiences which have traditionally defined our humanity. Emberley depicts technological development as proceeding through three historical phases which he characterizes as a mechanical order, an organic order, and an electric field. By the third phase, he proposes, traditional humanism has nearly disappeared.Emberley offers a systematic analysis of three of the dominant models of values education and suggests that they bolster this deconstruction of humanism by playing out the philosophic relation between Kant, Hegel, and Nietzsche. His analysis also indicates how these models replicate the structure of each of the technological phases. 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. 410 0$aToronto studies in education. 606 $aMoral education 606 $aValues$xStudy and teaching 606 $aTechnology$xMoral and ethical aspects 608 $aElectronic books. 615 0$aMoral education. 615 0$aValues$xStudy and teaching. 615 0$aTechnology$xMoral and ethical aspects. 676 $a370.114 700 $aEmberley$b Peter C$g(Peter Christopher),$f1956-$01057168 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910456403903321 996 $aValues education and technology$92492143 997 $aUNINA