Neil Hooley:Dialectics of Knowing in Education: Transforming Conventional Practice into its Opposite
- gebonden uitgave, pocketboek 2004, ISBN: 9781138311930
Hardback. New. Judging from the debates taking place in both education and practice, it appears that architecture is deeply in crisis. New design and production techniques, together with… Meer...
Hardback. New. Judging from the debates taking place in both education and practice, it appears that architecture is deeply in crisis. New design and production techniques, together with the globalization of capital and even skilled-labour, have reduced architecture to a commodified object, its aesthetic qualities tapping into the current pervasive desire for the spectacular. These developments have changed the architect's role in the design and production processes of architecture. Moreover, critical architectural theories, including those of Breton, Heidegger and Benjamin, which explored the concepts of technology, modernism, labour and capital and how technology informed the cultural, along with later theories from the 1960s, which focused more on the architect's theorization of his/her own design strategies, seem increasingly irrelevant. In an age of digital reproduction and commodification, these theoretical approaches need to be reassessed. Bringing together essays and interviews from leading scholars such as Kenneth Frampton, Peggy Deamer, Bernard Tschumi, Donald Kunze and Marco Biraghi, this volume investigates and critically addresses various dimensions of the present crisis of architecture. It poses questions such as: Is architecture a conservative cultural product servicing a given producer/consumer system? Should architecture's affiliative ties with capitalism be subjected to a measure of criticism that can be expanded to the entirety of the cultural realm? Is architecture's infusion into the cultural the reason for the visibility of architecture today? What room does the city leave for architecture beyond the present delirium of spectacle? Should the thematic of various New Left criticisms of capitalism be taken as the premise of architectural criticism? Or alternatively, putting the notion of criticality aside is it enough to confine criticism to the production of insightful and pleasurable texts?, 6, Hardback. New. Natural disasters have long been seen as naturally generated events, but as scientific, technological, and social knowledge of disasters has become more sophisticated, the part that people and systems play in disaster events has become more apparent. Production of Disaster and Recovery in Post-Earthquake Haiti demonstrates how social processes impact disasters as they unfold, through the distribution of power and resources, the use of discourses and images of disaster, and the economic and social systems and relations which underlie affected communities. The authors show how these processes played out in post-earthquake Haiti to set in motion the mechanics of the disaster industrial complex to (re)produce disasters and recovery rather than bring sustainable change. The book reveals that disaster and recovery rhetoric helped create fertile conditions for neoliberal disaster governance, militarized and digital humanitarianism, non-profiteering, and disaster opportunism to flourish while further disenfranchising marginalized populations. However, the Haiti earthquake, as is the case with all disaster sites, was ripe with mutual aid, community building, and collective action, all of which further local resilience. The authors seek to re-construct dominant discourses, policies, and practices to advance equitable, participatory partnerships with local community actors and propose a praxis for a people's recovery as an action-oriented framework for resisting the transnational disaster industrial machinery. The authors argue for new synergies in policymaking and program development that can respond to emergencies and plan for true long-term, sustainable development after disasters that focuses as much on humans and the natural world as it does on economic progress. Production of Disaster and Recovery in Post-Earthquake Haiti will be of great interest to students and scholars of disaster studies, humanitarian studies, development studies, Haitian studies, geography and environmental studies, as well as to non-governmental organizations, humanitarians, and policymakers., 6, Hardback. New. What makes Methodist worship "Methodist" or "Wesleyan?" How do Methodists evaluate emerging forms of worship in light of their own liturgical heritage? This book considers these questions by bringing to light the work and significance of three Methodist liturgists who have until now received precious little scholarly focus: Thomas O. Summers (1812-1882), Nolan B. Harmon (1892-1993), and James F. White (1932-2004). Exploring each one's contribution to the Methodist movement, it evaluates their continuing legacies as scholars and practitioners of Methodist worship. Importantly, the work of all these men occurred during times of cultural change, which gave rise to new ways of worship within the landscape of American Methodism. Addressing them in chronological order, this study shows how each figure enacted liturgical reform and renewal by drawing from the liturgical textual tradition inherited directly from John Wesley's Sunday Service of the Methodist in North America as well as the hymnody of Charles Wesley. It also demonstrates how they sought to inculturate the Wesleyan liturgical tradition in the midst of these significant changes. Evaluating historic and emerging trends in Methodist liturgical praxis, this is a book that will be of great interest to scholars of Methodism, the History of Religion, Liturgical Studies and Theology., 6, Hardback. New. Dialectics of Knowing in Education strengthens the philosophical basis of formal education that has been weakened by neoliberalism over the past 30 years. It theorises and encourages human existence based on social action, culture, inquiry and creativity so that citizens in democratic association can formulate their own understandings of the world and be their own philosophers of practice. Under neoliberal capitalism, formal education has become a key economic driver and factor for all countries, but has exacerbated social division and inequality. This has led to an increased pressure on education systems to emphasise individual gain and prosperity at the expense of community care and concern. Drawing on the work of Dewey, Mead, Freire and Biesta, the author argues that formal education at all levels must be transformed so that it does not seek to impose knowledge and truth, but situates knowledge as being constructed by democratic learning circles of staff, students and citizens. Focusing particularly on the notion of praxis and specific issues involving Indigenous, feminist and practitioner knowing, this book will help scholars, practitioners and policy makers to transform their education theories and practices in ways that encourage democracy, emancipation, social action, culture, inquiry and creativity., 6<
