In:Learning and Hatred for Meaning
Hugo Kuyper Letiche
[Not in series 18] 1984
► pp. 7–8
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Published online: 1 January 1984
https://doi.org/10.1075/z.18.toc
https://doi.org/10.1075/z.18.toc
Table of contents
Prelim pages
Table of contents
Acknowledgements
Part One: Preamble, Theory, and Analysis
1. Preamble: Defining the Problem
i. The Context of Research
ii. The Reappraisal of Predecessors
iii. Indication
2. Theory
a. The Comparison21
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
a. A Denotive Variant of the Interpretative Paradigm36
i. Assuming
ii. Practice
b. Descriptive/Interpretative
c. The Development
Part Two: The Genetic Text
Forms and Beginnings: Introduction to the Genetic Text
a. The Presentation of the ‘Context of Teaching’
b. What Brought Me to Write These Eassays
Interface One
1. ‘I’ Culture, Violence, and Education
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
a. A Simulated Interview
b. The Analyis
c. Which Body of Knowledge
d. Reqirements Banished, Electives Trumpeted
e. The Last Word114
Interface Three
3. The Knowledge Machine
a. The Metaphor
b. The ‘World’ Takes Over
c. The Factory
Interface Four
4. The Sons of Roland Barthes
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
a. Intellectual Friendship
b. Demeurer
c. Famille and Patrie
d. Metaphysics
e. Assessments
Interface Six191
6. Teaching
a. Intersubjectivity
b. Introsubjective
c. Cultural Event204
i. The Dialogue
ii. The Literature
iii. Dominant Intellectual Trends
Part Three: Discussion and Evaluation
1. Discussion and Evaluation
a. Immediacy: la parole and ‘meaning’
b. Formative Evaluation: Knowledge is Social
c. Summing Up and Further
Notes
Bibliography
Summary in Dutch: Samenvatting
Erratum271
