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Knowing and learning as creative actiona reexamination of the epistemological foundations of education /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Knowing and learning as creative actionAaron Stoller.
Reminder of title:	a reexamination of the epistemological foundations of education /
Author:	Stoller, Aaron.
Published:	Basingstoke :Palgrave Pivot :2014.
Description:	122 p. :0 ill.
Notes:	Electronic book text.
Notes:	Epublication based on: 9781137484277, 2014.
Subject:	Curriculum planning & development.
Online resource:	Online journal 'available contents' page
ISBN:	1137465247

Knowing and learning as creative actiona reexamination of the epistemological foundations of education /
Stoller, Aaron.

Knowing and learning as creative actiona reexamination of the epistemological foundations of education /[electronic resource] :Aaron Stoller. - 1st ed. - Basingstoke :Palgrave Pivot :2014. - 122 p. :0 ill. - The cultural and social foundations of education.

Electronic book text.

1. Bildung and the Hidden S knows that p 2. Bildung Reconstructed 3. Knowing and Learning as Creative Action 4. Emergent Pedagogy.

Document

Stoller challenges the long-held view that knowing is a causal and linear act, arguing instead that the process of knowing is interdependent, transactional, and grounded in creative action.In Knowing and Learning as Creative Action, Aaron Stoller makes the case that contemporary schooling is grounded in a flawed model of knowing, which draws together mistakes in thinking about the nature of the self, of knowledge, and of reality, which are contained in the epistemological proposition: 'S knows that p' (SP). To the contrary, Stoller argues that the German conception of Bildung must replace SP thinking as the guiding metaphor of knowing within educational research and practice. Central to this reconstruction is a theory of creative inquiry which claims that knowledge emerges from embodied, social engagement in the world and therefore knowing is a form of creative action. Stoller constructs a new paradigm of knowing and learning as an emergent process of creative making, the goal of which is the cultivation of what he calls maker's knowledge, which is the capacity for and habit of creative action.

PDF.

Aaron Stoller is Associate Director of the University Honors Program at North Carolina State University, USA. His research focuses on the foundations of education, post-secondary pedagogies, and university environments.

ISBN: 1137465247Subjects--Topical Terms:

532874
Curriculum planning & development.

LC Class. No.: RT84

Dewey Class. No.: 370.1

Knowing and learning as creative actiona reexamination of the epistemological foundations of education /
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520 $a Stoller challenges the long-held view that knowing is a causal and linear act, arguing instead that the process of knowing is interdependent, transactional, and grounded in creative action. $b In Knowing and Learning as Creative Action, Aaron Stoller makes the case that contemporary schooling is grounded in a flawed model of knowing, which draws together mistakes in thinking about the nature of the self, of knowledge, and of reality, which are contained in the epistemological proposition: 'S knows that p' (SP). To the contrary, Stoller argues that the German conception of Bildung must replace SP thinking as the guiding metaphor of knowing within educational research and practice. Central to this reconstruction is a theory of creative inquiry which claims that knowledge emerges from embodied, social engagement in the world and therefore knowing is a form of creative action. Stoller constructs a new paradigm of knowing and learning as an emergent process of creative making, the goal of which is the cultivation of what he calls maker's knowledge, which is the capacity for and habit of creative action.
520 1 $a In this insightful and well written work, Stoller recreates the idea of Bildung in terms of knowing and learning as creative action. Identifying similarities in Hans-Georg Gadamer and John Dewey, Stoller's vision cuts through to essentials. The result is an original approach to teaching, learning, and knowing which presents an exceptional corrective to the increasing demands for educational conformity in the twenty-first century. - Jim Garrison, Professor of Philosophy of Education, Virginia Polytechnic Institute and State University, USA Stoller utilizes epistemology to show how most schools operate on the assumption that knowledge is something transmitted from teachers to students-an age-old myth that continues to harm both students and teachers by limiting what it means to know, to learn, and to teach. This is a must-read for anyone who is serious about reconstructing schools for active inquiry and authentic knowing. - Deron Boyles, Professor of Philosophy of Education, Georgia State University, USA.
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