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Learning and Hatred for Meaning
Author
This study poses the problems of theoretical and philosophical pedagogy in the practice of teaching. The research goal was to improve my teaching. A concrete experience of undergraduate lecturing is the subject. This unconventional New Paradigm research strives for an immediacy of contact between text and practice. How does a beginning lecturer grapple with this job? What is it like to establish oneself as a teacher? The emphasis is upon the experience of teaching, of the school, and what is expected of one as instructor.
[Not in series, 18] 1984. 263 pp.
Publishing status: Available
Published online on 13 January 2012
Published online on 13 January 2012
© John Benjamins Publishing Company
Table of Contents
- Prelim pages | pp. 1–6
- Table of contents | pp. 7–8
- Acknowledgements | pp. 9–10
- Part One: Preamble, Theory, and Analysis
- 1. Preamble: Defining the Problem | pp. 13–19
- i. The Context of Research
- ii. The Reappraisal of Predecessors
- iii. Indication
- 2. Theory | pp. 20–35
- a. The Comparison
- i. The Behavioristic Approach
- ii. The Humanistic-Psychological Approach
- iii. The Cultural-Historical Approach
- iv. Summing up, I surmise that …
- 3. Levels of Analysis and of Generic Idiograms | pp. 36–62
- a. A Denotive Variant of the Interpretative Paradigm
- i. Assuming
- ii. Practice
- b. Descriptive/Interpretative
- c. The Development
- Part Two: The Genetic Text
- Forms and Beginnings: Introduction to the Genetic Text | pp. 63–69
- a. The Presentation of the ‘Context of Teaching’
- b. What Brought Me to Write These Eassays
- Interface One
- 1. ‘I’ Culture, Violence, and Education | pp. 71–93
- a. ‘I’
- b. Culture
- c. Violence
- d. Education
- e. The Consequences of This Reflection
- Interface Two
- 2. Student: What Did You Learn/What Can You Learn | pp. 95–114
- a. A Simulated Interview
- b. The Analyis
- c. Which Body of Knowledge
- d. Reqirements Banished, Electives Trumpeted
- e. The Last Word
- Interface Three
- 3. The Knowledge Machine | pp. 117–133
- a. The Metaphor
- b. The ‘World’ Takes Over
- c. The Factory
- Interface Four
- 4. The Sons of Roland Barthes | pp. 138–166
- a. Method: Doxa/Para-dox
- b. Bathmology
- c. In the Mirror the Name of the Father
- d. The Teacher
- Interface Five
- 5. Orphans and Origins: Jean Paul Dollé | pp. 169–190
- a. Intellectual Friendship
- b. Demeurer
- c. Famille and Patrie
- d. Metaphysics
- e. Assessments
- Interface Six
- 6. Teaching | pp. 192–228
- a. Intersubjectivity
- b. Introsubjective
- c. Cultural Event
- i. The Dialogue
- ii. The Literature
- iii. Dominant Intellectual Trends
- Part Three: Discussion and Evaluation
- 1. Discussion and Evaluation | pp. 229–244
- a. Immediacy: la parole and ‘meaning’
- b. Formative Evaluation: Knowledge is Social
- c. Summing Up and Further
- Notes | pp. 245–252
- | pp. 253–264
- Summary in Dutch: Samenvatting | pp. 265–270
- Erratum | p. 271