Poetic Knowledge: The Recovery of Education
SUNY Press, 18.12.1997 г. - 220 страници
Reveals the neglected mode of knowing and learning, from Socrates to the middle ages and beyond, that relies more on the integrated powers of sensory experience and intuition, rather than on modern narrow scientific models of education.
This book rediscovers a traditional mode of knowledge that remains viable today. Contrasted to the academic and cultural fads often based on the scientific methodology of the Cartesian legacy, or any number of trendy experiments in education, Poetic Knowledge returns to the freshness and importance of first knowledge, a knowledge of the senses and the passions.
"Poetic knowledge" is not the knowledge of poetry, nor is it even knowledge in the sense that we often think of today, that is, the mastery of scientific, technological, or business information. Rather, it is an intuitive, obscure, mysterious way of knowing reality, not always able to account for itself, but absolutely essential if one is ever to advance properly to the higher degrees of certainty. From Socrates to the Middle Ages, and even into the twentieth century, the case for poetic knowledge is revealed with the care of philosophical archeology. Taylor demonstrates the effectiveness of the poetic mode of education through his own observations as a teacher, and two experimental "poetic" schools in the twentieth century.
James S. Taylor has been a teacher of English and American literature, Humanities, Western Civilization, and Philosophy of Education, for over twenty years, in private schools and public colleges.
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The Philosophical Foundatioens of Poetic Knowledge l l
Voices for Poetic Knowlejdge after Descartes
Poetic Knowledge and the Integfated Humanities Program
The Future of the Poetic Mode of Knowledge in Education
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abstract aesthetic appetite Aristotle Aristotle’s Augustine Baars beauty become beginning Benedictine Brennan called Charlier cognitive connatural knowledge Conrad Baars crafts culture deﬁned deﬁnition delight Descartes Dewey difﬁcult distinction edge estimative sense etic example fact ﬁnal ﬁnally ﬁnd ﬁrst principles Frederick Copleston gymnastic ibid idea images imagination immaterial inﬂuence Integrated Humanities Program intellect intuition intuitive knowledge kind of knowledge knower learning leisure man’s Maritain Maslacq means medieval memory metaphysical method mind mode of knowledge Muses nature Nelick object Odysseus philosophy Pieper Plato pleasure poem poetic experience poetic knowl poetic knowledge poetic mode poetry poets present professors Quinn reality reason reﬂect says scientiﬁc knowledge Senior sensory sensory-emotional signiﬁcance simply Socrates soul spiritual spontaneous Summa Theologica teachers teaching things Thomas Aquinas Thomas says Thomist tion tradition truth understanding University University of Kansas wonder words