By David Hutchison, David W. Orr
This booklet considers the philosophy of position in schooling and lifestyle, the historical past of and present developments in class layout, the varsity infrastructure main issue, and the connection among the philosophy of schooling and school room layout. Hutchison argues that pressures on faculties linked to declining budgets, competing ideologies, and economic/technological shifts have the capability to noticeably adjust the panorama of the K-12 institution event. He discusses recommendations for mediating those pressures and strengthening a feeling of position in schooling.
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Extra info for A Natural History of Place in Education
The extraordinary sensitivity of the child’s lived body opens onto and takes in a highly expressive place-world that reflects the discriminative and complex character of the particular places that compose this world. (p. 237) The Meaning of Place in Education 23 Especially during middle childhood (ages 6 to 12), ritualized play often manifests itself in ganglike activities complete with secret hideaways, clubhouses, and forts. Here the spirit of play and place are bound up together in a unique fantasy world of secrecy, adventure, and challenge.
Community gardening) privilege the study of the local over the study of the global. , world study) instead privilege the global by stressing the interconnections between environment, economics, conflict, and development at an international level. , acclimatization) that aim to nurture a psychosocial affinity for the natural world, an affective connection that promotes a continuity between self and world (Van Matre, 1974). Other arguably more intellectual strategies instead amplify the critical dimensions of the environmental impasse in terms of moral/philosophical crises in modernity, consumption, and economics (Bowers, 1995).
Knowledge is actively constructed. A strong individual focus. , social action) path. A strong societal focus. Follows a transformation path. Knowledge is actively constructed. A strong societal focus. Values are relative. The congruency of curriculum with a child’s developing sense of place is emphasized. Lessons honor the way children see the world. Values are relative and rooted in the local community context. Social participation and contributions to community development are emphasized. Values are relative.
A Natural History of Place in Education by David Hutchison, David W. Orr