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Curriculum as Spaces : Aesthetics, Community, and the Politics of Place. 空間としてのカリキュラム
・ISBN 978-1-4331-2511-9 hard SFR 169.25
￥48,777.- (税込) ※（※）価格はご注文時の参考価格となります。
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お気に入り
★★★
・ISBN 978-1-4331-2510-2 soft SFR 45.80
￥13,198.- (税込) ※（※）価格はご注文時の参考価格となります。
納品価格につきましては書籍の入荷時点で確定となります。
版元の原価改定、外国為替の変動等により異なる場合がございますので、予めご了承下さい。
お気に入り
★★★
| 著者・編者 | Callejo Pérez, David M. / Breault, D. A. / White, W. L., |
|---|---|
| シリーズ | Complicated Conversation: A Book Series of Curriculum Studies |
| 出版社 | (P. Lang, SZ) |
| 出版年月 | 2014 |
| ページ数 | 146 pp. |
| 言語 | ENG |
| ニュース番号 | ＜1 621-2025＞ |
解説
This book has won the <> 2015 from the American Association for Teaching and Curriculum (AATC)
Curriculum as Spaces: Aesthetics, Community, and the Politics of Place can be viewed as a holistic approach to education, conservation, and community development that uses place as an integrating context for learning. It argues that curriculum and place is a much deeper subject, with roots in aesthetics, community, and politics that go beyond the individual and profoundly address the formation of our current belief system.
Despite the unique efforts described in this book to address the curriculum of space, major issues persist in our educational system. First, the rigor of curriculum studies is not usually applied to this complex field that encompasses philosophy, aesthetics, geography, social theory, and history. Second, the conflict caused by studying the place without contextualizing it within the larger social milieu ignores the nuances of our intimately global social network. Third, current responses ignore the uncritical assessment of underrepresented groups within the theoretical landscape. With these problems in mind, Curriculum as Spaces introduces foundational principles that ask us to imagine the full realization of curriculum spaces and show us how to examine the philosophical and cultural roots of these most essential principles.
Curriculum as Spaces: Aesthetics, Community, and the Politics of Place can be viewed as a holistic approach to education, conservation, and community development that uses place as an integrating context for learning. It argues that curriculum and place is a much deeper subject, with roots in aesthetics, community, and politics that go beyond the individual and profoundly address the formation of our current belief system.
Despite the unique efforts described in this book to address the curriculum of space, major issues persist in our educational system. First, the rigor of curriculum studies is not usually applied to this complex field that encompasses philosophy, aesthetics, geography, social theory, and history. Second, the conflict caused by studying the place without contextualizing it within the larger social milieu ignores the nuances of our intimately global social network. Third, current responses ignore the uncritical assessment of underrepresented groups within the theoretical landscape. With these problems in mind, Curriculum as Spaces introduces foundational principles that ask us to imagine the full realization of curriculum spaces and show us how to examine the philosophical and cultural roots of these most essential principles.