The Significance of the Poetic in Early Childhood Education: Stanley Cavell and Lucy Sprague Mitchell on Language Learning [Book Review]
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Studies in Philosophy and Education 31 (4):327-338 (2012)
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
Stanley Cavell (1988). In Quest of the Ordinary: Lines of Skepticism and Romanticism. University of Chicago Press.
Naoko Saito (2005). The Gleam of Light: Moral Perfectionism and Education in Dewey and Emerson. Fordham University Press.
Sheila A. Laffey, Henry David Thoreau, Fred Cardin, Douglas S. Clapp & John D. Ogden (1981). Walden. First Run/Icarus Films (Distributor).
Paul Standish (2006). Uncommon Schools: Stanley Cavell and the Teaching of Walden. [REVIEW] Studies in Philosophy and Education 25 (1-2):145-157.
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