By Oren Ergas
This e-book reconstructs the assumption and perform of schooling. instead of conceiving of schooling as a technique we endure during which our minds are formed through a social imaginative and prescient, Oren Ergas turns this concept of schooling on its head, arguing as a substitute that we ourselves build schooling. The multitude of issues of formal schooling and education, equivalent to violence, inequality, and occasional achievements, are then obvious as reflections of difficulties of the brain, that means that shut learn of the brain is important if those difficulties are to be effectively tackled. via philosophy, neuroscience and psychology, this booklet proposes a brand new viewpoint on 'educational' conception, perform and examine. it will likely be of significant curiosity to scholars and lecturers, students of schooling, and academic policy-makers.
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Extra resources for Reconstructing 'Education' through Mindful Attention: Positioning the Mind at the Center of Curriculum and Pedagogy
Second, ‘education’ is not some God-given Truth and hardly a law of nature. It is a human creation that has taken its current shape based on human deliberations grounded in history, culture, environmental context etc. We constructed it. You might not feel personally responsible for this and I do not intend to blame you. What I mean is that the way in which ‘education’ is understood and practiced in your vicinity is only testimony to what it had evolved to become but it hardly has a status that is similar to the law of gravitation.
Each of these in turn can be broken further down in to elements such as ‘learning’, ‘teaching’, ‘skills’, ‘knowledge’, ‘math’, ‘geography’ etc. ‘Education’ is thus not a simple element but rather a construction of many components, and re-constructing ‘education’ will mean breaking it in to basic elements and rebuilding it from there. Second, ‘education’ is not some God-given Truth and hardly a law of nature. It is a human creation that has taken its current shape based on human deliberations grounded in history, culture, environmental context etc.
It will try to convince you of its claims with every means possible within reason while at the same time expecting you not to accept anything it offers without personally engaging with its claims. Practically, to make its case, this book will span the gamut of philosophy, neuroscience, psychology, evocative and biased narratives, as well as mindfulness practices, all of which are diverse ways of making an argument 18 RECONSTRUCTING ‘EDUCATION’ THROUGH MINDFUL ATTENTION (Philips 2014). I realize that this sounds eclectic.