Poetic Knowledge: The Recovery of EducationState University of New York Press, 18.12.1997 г. - 220 страници 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. |
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Страница 1
... mind that the present study attempts nothing philo- sophically new , no new epistemological or metaphysical insights into Plato or Aristotle , nor does it hammer out any new how - to agenda . Rather , this work is closer to the efforts ...
... mind that the present study attempts nothing philo- sophically new , no new epistemological or metaphysical insights into Plato or Aristotle , nor does it hammer out any new how - to agenda . Rather , this work is closer to the efforts ...
Страница 6
... mind , through the senses and emotions , sees in delight , or even in ter- ror , the significance of what is really there . This entire study rests on these admittedly difficult points . But one point that must be clear right away is ...
... mind , through the senses and emotions , sees in delight , or even in ter- ror , the significance of what is really there . This entire study rests on these admittedly difficult points . But one point that must be clear right away is ...
Страница 11
... mind and character is by beginning with stories , " ... true stories and fiction . Our education must use both , and start with fiction . . . . And we will tell children . stories before we start them on physical training . " This last ...
... mind and character is by beginning with stories , " ... true stories and fiction . Our education must use both , and start with fiction . . . . And we will tell children . stories before we start them on physical training . " This last ...
Страница 12
... of educational influence - universal sig- nificance and immediate appeal . By uniting these two methods of influencing the mind , it surpasses both philosophical thought and actual life . " Here , in this last statement 12 CHAPTER 2.
... of educational influence - universal sig- nificance and immediate appeal . By uniting these two methods of influencing the mind , it surpasses both philosophical thought and actual life . " Here , in this last statement 12 CHAPTER 2.
Страница 15
... mind and body . The more The Republic is considered under the poetic mode of knowledge , the more it is seen that poetry , either as art or as the spirit of teaching through music and gymnastic , is Plato's chosen mode of education for ...
... mind and body . The more The Republic is considered under the poetic mode of knowledge , the more it is seen that poetry , either as art or as the spirit of teaching through music and gymnastic , is Plato's chosen mode of education for ...
Съдържание
5 | |
11 | |
Connatural Intentional and Intuitive Knowledge | 59 |
4 | 87 |
Voices for Poetic Knowledge after Descartes | 121 |
Poetic Knowledge and the Integrated Humanities Program | 145 |
The Future of the Poetic Mode of Knowledge in Education | 167 |
Notes | 185 |
Selected Bibliography | 197 |
Index | 203 |
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Често срещани думи и фрази
abstract aesthetic André Charlier appetite Aristotle Augustine Baars beauty become beginning Brennan called cognitive connatural knowledge Conrad Baars crafts culture delight Descartes Dewey discourse distinction edge estimative sense etic example fact gymnastic ibid idea images imagination immaterial Integrated Humanities Program intellect interior senses intuitive intuitive knowledge Jacques Maritain John Senior Josef Pieper kind of knowledge knower Latin learning leisure Maslacq means medieval memory metaphysical method mind mode of knowledge Muses nature Nelick Newman object Odysseus philosophy Pieper Plato pleasure poem poetic experience poetic knowl poetic knowledge poetic mode poetry poets present principles professors Quinn reality reason says scientific sensory sensory-emotional Shields simply Socrates soul spiritual spontaneous Summa Theologica teacher teaching things Thomas Aquinas Thomas says Thomist thought tion tradition truth understanding University University of Kansas Verhoeven wonder words