LEADER 03229nam 22005774a 450 001 9910780370203321 005 20230617030227.0 010 $a1410610098 010 $a1-4106-1009-8 035 $a(CKB)111087027891158 035 $a(EBL)335503 035 $a(OCoLC)476147839 035 $a(SSID)ssj0000183218 035 $a(PQKBManifestationID)11199643 035 $a(PQKBTitleCode)TC0000183218 035 $a(PQKBWorkID)10194782 035 $a(PQKB)11081570 035 $a(MiAaPQ)EBC335503 035 $a(Au-PeEL)EBL335503 035 $a(CaPaEBR)ebr10227397 035 $a(CaONFJC)MIL761138 035 $a(EXLCZ)99111087027891158 100 $a20030822d2004 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aInventions of teaching$b[electronic resource] $ea genealogy /$fBrent Davis 210 $aMahwah, N.J. $cL. Erlbaum Associates$d2004 215 $a1 online resource (257 p.) 300 $aDescription based upon print version of record. 311 $a0-8058-5039-2 311 $a0-8058-5038-4 320 $aIncludes bibliographical references (p. 233-240) and index. 327 $aBOOK COVER; TITLE; COPYRIGHT; CONTENTS; 1 INVENTIONS OF TEACHING: STRUCTURES OF THINKING; 2 WESTERN WORLDVIEWS: THE METAPHYSICAL V THE PHYSICAL; 3 THE METAPHYSICAL: GNOSIS V EPISTEME; 4 GNOSIS: MYSTICISM V RELIGION; 5 MYSTICISM: TEACHING AS DRAWING OUT; 6 RELIGION: TEACHING AS DRAWING IN; 7 EPISTEME: RATIONALISM V EMPIRICISM; 8 RATIONALISM: TEACHING AS INSTRUCTING; 9 EMPIRICISM: TEACHING AS TRAINING; 10 THE PHYSICAL: INTERSUBJECTIVITY V INTEROBJECTIVITY; 11 INTERSUBJECTIVITY: STRUCTURALISM V POSTSTRUCTURALISM; 12 STRUCTURALISM: TEACHING AS FACILITATING 327 $a13 POSTSTRUCTURALISM: TEACHING AS EMPOWERING14 INTEROBJECTIVITY: COMPLEXITY SCIENCE V ECOLOGY; 15 COMPLEXITY SCIENCE: TEACHING AS OCCASIONING; 16 ECOLOGY: TEACHING AS CONVERSING; 17 REINVENTIONS OF TEACHING: EXPANDING THE SPACE OF THE POSSIBLE; APPENDIX A: A GENEALOGICAL TREE OF CONTEMPORARY CONCEPTIONS OF TEACHING; APPENDIX B: A BRIEF INTRODUCTION TO FRACTALS; APPENDIX C: CLUSTERED GLOSSARY; ENDNOTES; REFERENCES; ACKNOWLEDGMENTS & DEDICATION; INDEX 330 $aInventions of Teaching: A Genealogy is a powerful examination of current metaphors for and synonyms of teaching. It offers an account of the varied and conflicting influences and conceptual commitments that have contributed to contemporary vocabularies--and that are in some ways maintained by those vocabularies, in spite of inconsistencies and incompatibilities among popular terms. The concern that frames the book is how speakers of English invented (in the original sense of the word, ""came upon"") our current vocabularies for teaching. Conceptually, this book is unique in the educatio 606 $aTeaching$xPhilosophy 606 $aEducation$xHistory 615 0$aTeaching$xPhilosophy. 615 0$aEducation$xHistory. 676 $a371.102/01 700 $aDavis$b Brent$01558066 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910780370203321 996 $aInventions of teaching$93822161 997 $aUNINA