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Der ignorante Schulmeister: Fünf Lektionen in intellektuelle
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Buch, das gelesen wurde, sich aber in einem guten Zustand befindet. Der Einband weist nur sehr geringfügige Beschädigungen auf, wie z.B. kleinere Schrammen, er hat aber weder Löcher, noch ist er eingerissen. Bei gebundenen Büchern ist der Schutzumschlag möglicherweise nicht mehr vorhanden. Die Bindung weist geringfügige Gebrauchsspuren auf. Die Mehrzahl der Seiten ist unbeschädigt, das heißt, es gibt kaum Knitter oder Einrisse, es wurden nur in geringem Maße Bleistiftunterstreichungen im Text vorgenommen, es gibt keine Textmarkierungen und die Randbereiche sind nicht beschrieben. Alle Seiten sind vollständig vorhanden. Genauere Einzelheiten sowie eine Beschreibung eventueller Mängel entnehmen Sie bitte dem Angebot des Verkäufers.
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eBay-Artikelnr.:388469365462
Artikelmerkmale
- Artikelzustand
- Brand
- Unbranded
- Book Title
- The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipa
- MPN
- Does not apply
- ISBN
- 9780804719698
Über dieses Produkt
Product Identifiers
Publisher
Stanford University Press
ISBN-10
0804719691
ISBN-13
9780804719698
eBay Product ID (ePID)
290812
Product Key Features
Number of Pages
176 Pages
Language
English
Publication Name
Ignorant Schoolmaster : Five Lessons in Intellectual Emancipation
Publication Year
1991
Subject
General, Philosophy, Theory & Social Aspects
Type
Textbook
Subject Area
Education
Format
Trade Paperback
Dimensions
Item Height
0.4 in
Item Weight
7.9 Oz
Item Length
8.5 in
Item Width
5.5 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
90-026745
TitleLeading
The
Reviews
"An extremely provocative, original, and engaging book, it raises questions of great relevance and urgency about the process of cultural selection and canonization."-Denis Hollier, Yale University, An extremely provocative, original, and engaging book, it raises questions of great relevance and urgency about the process of cultural selection and canonization."–Denis Hollier, Yale University, "An extremely provocative, original, and engaging book, it raises questions of great relevance and urgency about the process of cultural selection and canonization."Denis Hollier, Yale University
Dewey Edition
20
Dewey Decimal
370/.1
Synopsis
This extraordinary book can be read on several levels. Primarily, it is the story of Joseph Jacotot, an exiles French schoolteacher who discovered in 1818 an unconventional teaching method that spread panic throughout the learned community of Europe. Knowing no Flemish, Jacotot found himself able to teach in French to Flemish students who knew no French; knowledge, Jacotot concluded, was not necessary to teach, nor explication necessary to learn. The results of this unusual experiment in pedagogy led him to announce that all people were equally intelligent. From this postulate, Jacotot devised a philosophy and a method for what he called "intellectual emancipation"--a method that would allow, for instance, illiterate parents to themselves teach their children how to read. The greater part of the book is devoted to a description and analysis of Jacotot's method, its premises, and (perhaps most important) its implications for understanding both the learning process and the emancipation that results when that most subtle of hierarchies, intelligence, is overturned. The book, as Kristin Ross argues in her introduction, has profound implications for the ongoing debate about education and class in France that has raged since the student riots of 1968, and it affords Rancière an opportunity (albeit indirectly) to attack the influential educational and sociological theories of Pierre Bourdieu (and others) that Rancière sees as perpetuating inequality., This extraordinary book can be read on several levels. Primarily, it is the story of Joseph Jacotot, an exiles French schoolteacher who discovered in 1818 an unconventional teaching method that spread panic throughout the learned community of Europe. Knowing no Flemish, Jacotot found himself able to teach in French to Flemish students who knew no French; knowledge, Jacotot concluded, was not necessary to teach, nor explication necessary to learn. The results of this unusual experiment in pedagogy led him to announce that all people were equally intelligent. From this postulate, Jacotot devised a philosophy and a method for what he called "intellectual emancipation"-a method that would allow, for instance, illiterate parents to themselves teach their children how to read. The greater part of the book is devoted to a description and analysis of Jacotot's method, its premises, and (perhaps most important) its implications for understanding both the learning process and the emancipation that results when that most subtle of hierarchies, intelligence, is overturned. The book, as Kristin Ross argues in her introduction, has profound implications for the ongoing debate about education and class in France that has raged since the student riots of 1968, and it affords Ranci re an opportunity (albeit indirectly) to attack the influential educational and sociological theories of Pierre Bourdieu (and others) that Ranci re sees as perpetuating inequality., This extraordinary book can be read on several levels. Primarily, it is the story of Joseph Jacotot, an exiled French schoolteacher who discovered in 1818 an unconventional teaching method that spread panic throughout the learned community of Europe., This extraordinary book can be read on several levels. Primarily, it is the story of Joseph Jacotot, an exiles French schoolteacher who discovered in 1818 an unconventional teaching method that spread panic throughout the learned community of Europe.Knowing no Flemish, Jacotot found himself able to teach in French to Flemish students who knew no French; knowledge, Jacotot concluded, was not necessary to teach, nor explication necessary to learn. The results of this unusual experiment in pedagogy led him to announce that all people were equally intelligent. From this postulate, Jacotot devised a philosophy and a method for what he called "intellectual emancipation"--a method that would allow, for instance, illiterate parents to themselves teach their children how to read. The greater part of the book is devoted to a description and analysis of Jacotot's method, its premises, and (perhaps most important) its implications for understanding both the learning process and the emancipation that results when that most subtle of hierarchies, intelligence, is overturned.The book, as Kristin Ross argues in her introduction, has profound implications for the ongoing debate about education and class in France that has raged since the student riots of 1968, and it affords Rancire an opportunity (albeit indirectly) to attack the influential educational and sociological theories of Pierre Bourdieu (and others) that Rancire sees as perpetuating inequality.
LC Classification Number
LB675
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