Download A Natural History of Place in Education by David Hutchison, David W. Orr PDF

By David Hutchison, David W. Orr

This publication considers the philosophy of position in schooling and way of life, the heritage of and present traits at school layout, the college infrastructure main issue, and the connection among the philosophy of schooling and lecture room layout. Hutchison argues that pressures on faculties linked to declining budgets, competing ideologies, and economic/technological shifts have the capability to greatly modify the panorama of the K-12 institution event. He discusses ideas for mediating those pressures and strengthening a feeling of position in schooling.

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Internally regulated by the individual child). , the child “acts” on the world to build up her mind), there is little role for language, the social context, or emotions within such a design. Rather, the child’s development of mind, including her maturing understanding of place, is judged to be a purely cognitive, self-regulated, and acultural exercise. Within such a view, the language and symbolic systems of a culture, the uniqueness of particular settings, and the emotional and social lives of children play little if any role in the development of place perception in childhood.

Such a move has important implications for the experience of place in schools, as students begin a rotary program of instruction which takes them from room to room and specialist teacher to specialist teacher throughout the school day. Of the many advocates for disciplinary initiation, it is perhaps Howard Gardner who is the most familiar to educators. (Elements of Gardner’s thought, including his theory of multiple intelligences, also resonate strongly with the inquiry learning philosophy discussed later in this chapter.

Another (disciplinary initiation) emphasizes scholarly knowledge over the subjective experience of place. Still another (global education) argues that schools should problemitize place at an international level. Any effort to compartmentalize a set of competing educational agendas invariably leads one to foreground the ideological differences between each and move to the background the ways in which competing philosophies often get diluted and melded into one another in practice. To counter this tendency, this chapter closes by suggesting two pathways by which educators can teach multiple agendas for place study in an integrated way.

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