The Significance of the Poetic in Early Childhood Education: Stanley Cavell and Lucy Sprague Mitchell on Language Learning [Book Review]

Studies in Philosophy and Education 31 (4):327-338 (2012)
Abstract
This paper begins with a discussion of Stanley Cavell’s philosophy of language learning. Young people learn more than the meaning of words when acquiring language: they learn about (the quality of) our form of life. If we—as early childhood educators—see language teaching as something like handing some inert thing to a child, then we unduly limit the possibilities of education for that child. Cavell argues that we must become poets if we are to be the type of representatives of language that education calls for. In the final section of the paper I discuss the work of Lucy Sprague Mitchell, someone who developed an approach to language teaching that overlaps in interesting ways with Cavell’s approach in The Claim of Reason.
Keywords Stanley Cavell  Language learning  Early childhood education
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References found in this work BETA
Steinar Bøyum (2007). Philosophy and Language Learning. Studies in Philosophy and Education 26 (1):43-56.

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Steinar Bøyum (2007). Philosophy and Language Learning. Studies in Philosophy and Education 26 (1):43-56.
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