The adventure of education : process philosophers on learning, teaching, and research / / edited by Adam C. Scarfe.

• Superior document: Value inquiry book series ; 204
• TeilnehmendeR: Scarfe, Adam Christian, 1972-
• Year of Publication: 2009
• Language: English
• Series: Value inquiry book series ; v. 204.; Value inquiry book series. Philosophy of education.
• Physical Description: 1 online resource (241 p.)
• Notes: Description based upon print version of record.
• Other title: Preliminary Material --; INTRODUCTION: THE ADVENTURE OF EDUCATION --; THE MISSING LINK: WHITEHEAD AND THE RELATION BETWEEN THE AESTHETIC AND THE ANALYTICAL IN EDUCATION /; HELICAL LEARNING /; EDUCATION AS A PROCESS: WHITEHEAD’S THE AIMS OF EDUCATION REVISITED /; THE IMPORTANCE OF BIG IDEAS OR HOW TO ENCOURAGE ACTIVE WISDOM /; EDUCATING THE FIVE-MINDED ANIMAL /; STEPS TO A PROCESS CURRICULUM /; THE BODY AS A COMPANION IN EDUCATION: AN INTERPRETATION OF WHITEHEAD’S NOTION OF THE WITHNESS OF THE BODY /; ON WHITEHEAD’S THOUGHTS CONCERNING TEACHING, LEARNING, AND THE WAY OF LIBERAL EDUCATION /; WHITEHEAD’S PREHENDING AND DEWEY’S EXPERIMENTING: SPECULATIVE PHILOSOPHY VERSUS EDUCATIONAL THEORY IN TWENTIETH CENTURY ONE-ROOM SCHOOLHOUSES /; THE COSMOLOGICAL FOUNDATIONS OF LEARNING AS VALUING: A WHITEHEADIAN PERSPECTIVE ON DESIGNING UNIVERSITY COURSES /; THE PROBLEM OF THE OVEREMPHASIS ON PRECISION IN ACADEMIC RESEARCH: WHITEHEADIAN SOLUTIONS /; ABOUT THE CONTRIBUTORS --; INDEX /; VIBS /
• Bibliography: Includes bibliographical references and index.
• ISBN: 1282594443; 9786612594441; 9042029226; 1441616985
• Hierarchical level: Monograph
• Statement of Responsibility: edited by Adam C. Scarfe.

This book on process-relational philosophy of education suggests that the notion of Adventure is foundational for the advancement of knowledge. Learning, teaching, and research are best conceived as rhythmic and relational processes, involving curiosity, imagination, valuation, creativity, and self-realization. Thus construed, contemporary educational practices can be revitalized from pedagogies of information retention and the current overemphasis on analytic precision.