Reply to Avi I. Mintz’s Review of Discontinuity in Learning: Dewey, Herbart, and Education as Transformation

Studies in Philosophy and Education 33 (4):459-462 (2014)

Abstract

Current educational policy is leading teachers, schools, and society at large to fixate on the outcomes of learning. In Discontinuity in Learning, I shift the focus to the process of learning and ask, How is it that we come to new ideas, find cooperative ways of interacting with others, or take on a different perspective? Or, more simply, How do we learn? I believe that until we answer this question, we cannot begin to educate another person.My aim in the book is to reveal how our experience of discontinuity is inextricably connected to our ability to question our taken-for-granted knowledge and beliefs, and our ability to critically examine the norms and values of society. Discontinuity points to those moments when we are interrupted by something unexpected, such that our ideas or ways of acting become untenable and need revision. Encounters with the unexpected point to the contingency of human experience; they indicate a blind spot and remind us we are fallible. Such encounters are t

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References found in this work

The Life of the Mind.Hannah Arendt - 1977 - Harcourt Brace Jovanovich.
Happiness and Education.Nel Noddings - 2003 - Cambridge University Press.

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