A Natural History of Place in Education by David Hutchison, David W. Orr

By David Hutchison, David W. Orr

This e-book considers the philosophy of position in schooling and daily life, the background of and present traits in class layout, the varsity infrastructure quandary, and the connection among the philosophy of schooling and school room layout. Hutchison argues that pressures on colleges linked to declining budgets, competing ideologies, and economic/technological shifts have the aptitude to significantly regulate the panorama of the K-12 college adventure. He discusses suggestions for mediating those pressures and strengthening a feeling of position in schooling.

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A core curriculum that can be explicitly communicated to students. The sovereignty of segregated disciplines is emphasized. A core curriculum that can be explicitly communicated to students. A child-centered curriculum that is derived from the aptitudes and interests of the individual student. Inculcation of national knowledge and values. Reflection on experience. Privileges the study of the nation. Privileges the aptitudes and interests of the individual student learning in a classroom community.

Hence there is a need to acknowledge another important perspective on place in education—namely, a philosophical perspective that addresses the 24 A Natural History of Place in Education ideological and curricular dimensions of teaching. For it is within such a context that many of the current reform proposals for education are being forwarded. Moreover, as will be argued in later chapters, the impact of these reforms on our conceptions of place in education may well be significant. 2). The door to the classroom is slowly opening and the classroom itself is just now coming into view.

Edward S. Casey (1997), in his seminal review of the philosophy of place, captures the implicit wonder of a child’s first encounters with place from the vantage point of the holistic researcher: Lived place thrives—is first felt and recognized—in the differentiated and disruptive corners, the “cuts,” of my bodily being-in-the-world. This is why the child’s experience of place is so poignantly remembered; in childhood we are plunged willy-nilly into a diverse (and sometimes frightening) array of places.

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