ABSTRACT Nature As Discourse: A Co-Evolutionary Systems Approach to Art and Environmental Design by Susannah Hays Doctor of Philosophy in Interdisciplinary Studies University of California, Berkeley Professor Galen Cranz, Chair Transdisciplinarity, an international education movement that explores pathways to a coherent epistemology beyond all disciplines, seeks to become a sustaining vital force in human development. To do so, it needs to be complemented by a branch of epistemology called epistemics or self-knowledge. Only if co-evolutionary phylogenetic principles of human-brain and autonomic nervous system functioning are included in transdisciplinarity's model can individuals experientially evolve to the levels of reality the model entails. An actual, "true to life," transdisciplinary education teaches isomorphic qualities intrinsic to perception, pattern mapping, language, and aesthetic (non-directive) skills. Curricula utilizing these educational tools will result in indispensable, creative learning environments. A trajectory not yet explored in other literature on Transdisciplinarity is an emphasis on cross-cultural research in human- brain and autonomic nervous system dynamics. Three key understandings that guide human biological evolutionary processes toward higher levels of consciousness are Paul MacLean's triune-brain neuroethology, Stephen Porges' Polyvagal Theory of emotions, and G. I. Gurdjieff's three-centered self-study practice. Each chapter describes a non-profit organization whose goal is to raise humanity's normative level of participation in environmental sustainability. These organizations demonstrate how Transdisciplinarity can recalibrate human evolution, if the educational movement synthesizes the autonomic/cognitive forces within Homo sapiens' biological organization.
Facing Epistemic Uncertainty - 2[-]CONTENTS - 7[-]I INTRODUCTION: A BRIEF RECONSTRUCTION OF THE DEVELOPMENT OF PHILOSOPHY OF EDUCATION AS AN ACADEMIC DISCIPLINE - 12[-]II BEYOND FOUNDATIONS - SIGNS OF A NEW NORMATIVITY IN PHILOSOPHY OF EDUCATION - 30[-]III EPISTEMOLOGICAL INSIGHTS AND CONSEQUENCES FOR PHILOSOPHY OF EDUCATION I: FOUNDATIONALISM, FALLIBILISM, AND CONTEXTUALISM - 54[-]IV THE FRUITS OF IRONY: GAINING INSIGHT INTO HOW WE MAKE MEANING OF THE WORLD - 68[-]V EPISTEMOLOGICAL INSIGHTS AND CONSEQUENCES FOR PHILOSOPHY OF EDUCATION II: RELATIVISM, ARBITRARINESS, AND DYNAMIC-DISCURSIVE CONTEXTS - 92[-]VI NEGOTIATING THE WORLD. SOME PHILOSOPHICALCONSIDERATIONS ON DEALING WITH DIFFERENTIAL ACADEMIC LANGUAGE PROFICIENCY IN SCHOOLS - 102[-]VII EPISTEMOLOGICAL INSIGHTS AND CONSEQUENCES FOR PHILOSOPHY OF EDUCATION III: DISCURSIVE EPISTEMOLOGY AND THE GROWTH OF KNOWLEDGE - 120[-]VIII THE PRIMACY OF COMMITMENT IN PHILOSOPHY OF EDUCATION - 128[-]IX SUMMARIZING AND CONCLUDING REMARKS: COMMITMENT AND ACADEMIC RIGOR IN PHILOSOPHY OF EDUCATION - 154[-]NEDERLANDSE SAMENVATTING (DUTCH SUMMARY)OMGAAN MET EPISTEMISCHE ONZEKERHEID: KENMERKEN, MOGELIJKHEDEN EN BEPERKINGEN VAN EEN DISCURSIEF-CONTEXTUALISTISCHE BENADERING VAN DE OPVOEDINGSFILOSOFIE - 170[-]DANKWOORD (ACKNOWLEDGEMENTS IN DUTCH) - 182.
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Increasing doubts over the narratives that traditionally served to legitimize the tasks and possibilities of societal institutions - such as science - have also called into question the significance of philosophy to educational thinking. Related debates largely concern epistemological issues, i.e. issues regarding the nature and status of (scientific) knowledge. This dissertation takes as its starting point the nowadays hardly controversial idea that all knowledge is to a certain extent 'uncertain'. The questions addressed are how this 'epistemic uncertainty'may be intelligibly understood, and what consequences can be drawn from such an understanding for the tasks and possibilities of philosophy of education as an academic discipline. In response to antifoundationalist as well as fallibilist authors, the author develops a discursive contextualist approach to epistemology that gives way to a philosophy of education that has both critical-reflective and theoretical-constructive potential, as is illustrated in relation to the educational issue of dealing with 'students at risk'. (source: Nielsen Book Data)
1. Europäische Bildungsentwicklungen und Bildungsziele in Selbstdarstellungen;
2. Das implizite Bildungsverständnis der EU-Kommission. Ziele und Tendenzen;
3. Bildungsempfehlungen explizit: Europarat-Verlautbarungen zu Bildungsaspekten;
4. Auswirkungen der EU-Politik auf nationale Bildungstraditionen; Vorbemerkungen;
5. Rechtsphilosophische Voraussetzungen und Strukturmodelle zum Staat-Kirche-Verhältnis im modernen europäischen Verfassungsstaat;
6. Verfassungsrechtliche Grundsätze für die Gestaltung des Staat-Kirche-Verhältnisses in Europa.
7. Freiheitliche religiöse Bildung und Erziehung in europäischen Rechtssystemen und im EuroparechtEinführung;
8. Bildung als Ermöglichungsgrund der Subjektwerdung des Menschen;
9. Erziehung als Verwirklichungszusammenhang vom gelingenden Leben in der Gesellschaft;
10. Bildung und Erziehung in Europa
Eine Synthese in evangelischer Perspektive; Backmatter.
Since 11th September 2001, religious formation and education have again been up for discussion. The challenges of contemporary society not only demand enlightenment in religious matters, but also require education in practical tolerance for dialogue to take place between religions, without suspending the issue of truth. In a critical evaluation of PISA and other studies, the book establishes how much latitude there really is in the relationship between Church and State under European law and the laws of the member-states, and puts forward proposals for a?religious literacy? in Europe.