Isbn: 9780313273063 - rethinking the curriculum: toward an integrated, interdisciplinary college education (contributions to the study of education) (15 Ergebnisse)

Zustand: New. pp. 290.

Zustand: New. pp. 290 52:B&W 6.14 x 9.21in or 234 x 156mm (Royal 8vo) Case Laminate on White w/Gloss Lam.

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Hardcover. Zustand: Fine. 296p. Westport, CT: Greenwood Press, 1990.

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Hardcover. Zustand: new. Hardcover. This book is founded on the consensus that most of what passes for liberal studies and general education is so out of touch with today's world that it is simply beside the point. Not only does the curriculum fail to address contemporary reality, but when it does, it does so in such a fragmented form that little useful understanding can be extracted. For example, one of the chief inadequacies brought out by the text is the failure of current disciplines to deal with the inherent messiness and complexity of real world issues such as hunger, conflict, and pollution. As a result of this, today's decision makers are unable to grasp the underlying causes of our global crises, and instead catch at the straws of technological or social fixes. Starting with the general consensus that something is seriously wrong, this book seeks to identify the issues, provide insights on what can be done and issue a few challenges as well.The 18 contributions and editor's introduction included in this important volume are organized around five sub-themes: Assumptions about the Progress of Knowledge, A Critical Look at the Disciplines, The Value Content of Education, Alternative Visions Not Currently Taught, and Developing the New Curriculum. Within these themes the authors tackle provocative issues such as unmasking the dangerous limitations of hyperintelligence and exploring the place of the East-West dialogue in moral curriculum and value orientation. This collection encompasses some of the most dynamic thinking on the subject of curricular change and will be of interest to educators and students as well as all thinking people. The 18 contributions and editor's introduction included in this volume represent some of the most dynamic thinking on the how and why of curricular change today. The essays are founded on the consensus that most of what passes for liberal studies and general education is so out of touch with today's world that it is simply beside the point. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. …

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Hardcover. Zustand: new. Hardcover. This book is founded on the consensus that most of what passes for liberal studies and general education is so out of touch with today's world that it is simply beside the point. Not only does the curriculum fail to address contemporary reality, but when it does, it does so in such a fragmented form that little useful understanding can be extracted. For example, one of the chief inadequacies brought out by the text is the failure of current disciplines to deal with the inherent messiness and complexity of real world issues such as hunger, conflict, and pollution. As a result of this, today's decision makers are unable to grasp the underlying causes of our global crises, and instead catch at the straws of technological or social fixes. Starting with the general consensus that something is seriously wrong, this book seeks to identify the issues, provide insights on what can be done and issue a few challenges as well.The 18 contributions and editor's introduction included in this important volume are organized around five sub-themes: Assumptions about the Progress of Knowledge, A Critical Look at the Disciplines, The Value Content of Education, Alternative Visions Not Currently Taught, and Developing the New Curriculum. Within these themes the authors tackle provocative issues such as unmasking the dangerous limitations of hyperintelligence and exploring the place of the East-West dialogue in moral curriculum and value orientation. This collection encompasses some of the most dynamic thinking on the subject of curricular change and will be of interest to educators and students as well as all thinking people. The 18 contributions and editor's introduction included in this volume represent some of the most dynamic thinking on the how and why of curricular change today. The essays are founded on the consensus that most of what passes for liberal studies and general education is so out of touch with today's world that it is simply beside the point. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. …

Gebunden. Zustand: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. &Uumlber den AutorMARY E. CLARK is Professor of Biology at San Diego State University. She is the author of Contemporary Biology and Ariadne s Thread: The Search for New Modes of Thinking.SANDRA A. WAWRYTKO is on the fac.…

Buch. Zustand: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This book is founded on the consensus that most of what passes for liberal studies and general education is so out of touch with today's world that it is simply beside the point. Not only does the curriculum fail to address contemporary reality, but when it does, it does so in such a fragmented form that little useful understanding can be extracted. For example, one of the chief inadequacies brought out by the text is the failure of current disciplines to deal with the inherent messiness and complexity of real world issues such as hunger, conflict, and pollution. As a result of this, today's decision makers are unable to grasp the underlying causes of our global crises, and instead catch at the straws of technological or social fixes. Starting with the general consensus that something is seriously wrong, this book seeks to identify the issues, provide insights on what can be done and issue a few challenges as well.The 18 contributions and editor's introduction included in this important volume are organized around five sub-themes: Assumptions about the Progress of Knowledge, A Critical Look at the Disciplines, The Value Content of Education, Alternative Visions Not Currently Taught, and Developing the New Curriculum. Within these themes the authors tackle provocative issues such as unmasking the dangerous limitations of hyperintelligence and exploring the place of the East-West dialogue in moral curriculum and value orientation. This collection encompasses some of the most dynamic thinking on the subject of curricular change and will be of interest to educators and students as well as all thinking people.…