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008 110907s2012 ne | s |||| 0|eng d
020 6 4 _a9789400721173
_9978-94-007-2117-3
024 8 7 _a10.1007/978-94-007-2117-3
_2doi
050 8 4 _aLC8-6691
072 8 7 _aJNA
_2bicssc
072 8 7 _aEDU040000
_2bisacsh
082 _a370.1
_223
100 8 1 _aZuss, Mark.
_eauthor.
_9234858
245 _aThe Practice of Theoretical Curiosity
_h[electronic resource] /
_cby Mark Zuss.
001 000078897
300 6 4 _aXVIII, 206 p.
_bonline resource.
490 8 1 _aExplorations of Educational Purpose,
_x1875-4449 ;
_v20
505 8 0 _aPreface: Thinking Curiously -- Chapter One: First Questions -- Chapter Two: A Taming of the Passions.-Chapter Three: Pedagogies of Curiosity -- Chapter Four: The Sphinx -- Chapter Five: Curiosity and the Question -- Chapter Six: Technics: Thinking Life -- Chapter Seven: Minds, Limits, Spaces.
520 6 4 _aThe desire for knowledge is an abiding facet of human experience and cultural development. This work documents curiosity as a sociohistorical force initiating research across the disciplines. Projects generated by theoretical curiosity are presented as historical and material practices emerging as expressions of embodied knowledge and experience. The shifting cultural, philosophical and practical relations between theory and curiosity are situated within classical, medieval, early modern and contemporary communities of practice. The Practice of Theoretical Curiosity advocates for a critical, aesthetic engagement in everyday life. Its purpose is to examine the pedagogical grounds and questions that motivate research programs in the sciences, education, technoculture and post-war social movements. Theoretical curiosity continually resists disciplinary limits. It is a core, embodied process uniting human pursuits of knowledge and power. This inquiry into inquiry itself offers an appreciation of the vital continuity between the senses, perception, and affect and concept development. It is informed by a critical reading of phenomenology as the embodied practice of researchers. This study sponsors a deepening of theory in practice and the practice of theoretical exploration. As a contribution to pedagogical practice, it offers a historical critique of the usually unquestioned philosophical, political and ethical grounds for educational, scientific and social research. The Practice of Theoretical Curiosity profiles significant alliances and persona as agents for the pursuit of novel and often controversial research, adventures and discovery. It claims that the place of technology and the technical is the primary channel for contemporary inquiry. The technosciences of genomics, artificial life and astrobiology are considered as contemporary extensions of a perennial desire to pursue and resist the limits of existing knowledge and representation.
650 8 0 _aEducation.
_98838
650 8 0 _aScience
_xHistory.
_910310
650 8 0 _aPhenomenology.
_98554
650 8 0 _aEducation
_xPhilosophy.
_99056
650 _aEducation.
_98838
650 _aEducational Philosophy.
_99057
650 _aPhilosophy of Education.
_933308
650 _aPhenomenology.
_98554
650 _aHistory of Science.
_910313
710 8 2 _aSpringerLink (Online service)
_9234859
773 8 0 _tSpringer eBooks
776 _iPrinted edition:
_z9789400721166
830 8 0 _aExplorations of Educational Purpose,
_x1875-4449 ;
_v20
_9234860
856 _uhttp://dx.doi.org/10.1007/978-94-007-2117-3
_zde clik aquí para ver el libro electrónico
264 8 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2012.
336 6 4 _atext
_btxt
_2rdacontent
337 6 4 _acomputer
_bc
_2rdamedia
338 6 4 _aonline resource
_bcr
_2rdacarrier
347 6 4 _atext file
_bPDF
_2rda
912 6 4 _aZDB-2-SHU
999 _c78627
_d78627
942 _c05