Knowing and Learning as Creative Action: A Reexamination of the Epistemological Foundations of Education

A. Stoller

ISBN 10: 1137484276 / ISBN 13: 9781137484277

Published by Palgrave Macmillan Us, 2014

About this Item

nach der Bestellung gedruckt Neuware - Printed after ordering - 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.

Seller Inventory # 9781137484277

Bibliographic Details

• Title: Knowing and Learning as Creative Action: A Reexamination of the Epistemological Foundations of Education
• Publisher: Palgrave Macmillan Us
• Publication Date: 2014
• Language: English
• ISBN 10: 1137484276
• ISBN 13: 9781137484277
• Binding: Buch
• Condition: Neu
• Dimensions: 216W x 140H x 11D millimeters 216 millimeters width by 140 millimeters height by 11 millimeters depth
• Weight: 304 grams

About this title

Synopsis

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.

About the Author

Aaron Stoller is Director of Academic Programs at Colorado College, Colorado Springs, CO, USA.