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  1. Home
  2. Books
  3. Discontinuity in Learning
  • Cited by 89
Publisher:
Cambridge University Press
Online publication date:
April 2013
Print publication year:
2013
Online ISBN:
9781139177825
DOI:
https://doi.org/10.1017/CBO9781139177825
Subjects:
Education, Education, History, Theory, Psychology, Educational Psychology
Information

Book description

In this groundbreaking book, Andrea English challenges common assumptions by arguing that discontinuous experiences, such as uncertainty and struggle, are essential to the learning process. To make this argument, Dr English draws from the works of two seminal thinkers in philosophy of education - nineteenth-century German philosopher J. F. Herbart and American pragmatist John Dewey. English's analysis considers Herbart's influence on Dewey, inverting the accepted interpretation of Dewey's thought as a dramatic break from modern European understandings of education. Three key concepts - transformational learning, tact in teaching, and perfectibility - emerge from this analysis to revitalize our understanding of education as a transformational process. Dr English's comparative approach interweaves European and Anglo-American traditions of educational thought with a contemporary scholarly perspective, contributing to a work that is both intellectually rewarding and applicable to a classroom setting. The result is a book that is essential reading for philosophers and scholars of education, as well as educators.

Reviews

'This book opens new doors to the understanding of the learning process, shedding unexpected light on J. F. Herbart's influence on John Dewey's work. Dr English enables the reader to make new sense of the importance of uncertainty and struggle in the learning process. Revealing unexpected connections between J. F. Herbart and John Dewey's work, she enhances our understanding of transformation, tact, and perfectibility. Engaging with this text releases the reader's understanding of learning. This text holds great relevance for the active classroom.'

Maxine Greene - William F. Russell Professor in the Foundations of Education Emerita, Columbia University

'Discontinuity in Learning will deepen scholarly understanding of two significant philosophers on education and clarify important concepts - negativity, transformation, active remembering, pedagogical tact, perfectibility, recognition of the other, and so on - with which parents, teachers, and educational leaders can help the young manage their educational experience. Andrea English writes about Herbart and Dewey with an unusually full command of both German and Anglo-American scholarship. The book presents a different, more authentic Herbart than the old Herbartian simulacra, and it renews the reading of Dewey by putting him in a context in which experience appears riskier and more discontinuous and emergent than it does in a bland progressive optimism. The book will be a valuable addition to scholarship in the philosophy of education.'

Robert McClintock - Emeritus Professor in the Historical and Philosophical Foundations of Education, Columbia University

'Andrea English's well-crafted, sophisticated study accomplishes several valuable aims. It elucidates significant similarities between the influential work on education of John Dewey and of the nineteenth-century German educationist J. F. Herbart. In so doing, the book reminds us of the power and originality in the latter's pioneering work. At the same time, the author brings into productive dialogue contemporary theories of learning and teaching in English- and German-speaking philosophy of education. Last but hardly least, English's study contributes in multiple ways to our understanding of why difficulty, disorientation, doubt, and the like - what she calls the 'discontinuities' in learning - are indispensable in any meaningful process of human growth.'

David T. Hansen - Columbia University

'English has done an admirable job of introducing and explaining the theoretical ideas presented in the first portion of the book. Even more impressive is the way that she weaves these ideas into the development of the second part. This artful weaving allows the reader to consider how notions of discontinuity can benefit teachers and learners alike … Recommended …'

J. A. Helfer Source: Choice

'… hugely enjoyable, well researched, well informed, well written and deeply provocative in the way it compellingly exhorts our attention to examine our core beliefs as educators and to urgently address the future direction of education in the world today.'

Source: Gifted Education International

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Contents

Contents
References

Bibliography

Works of Herbart

Herbart, Johann Friedrich. “Aphorismen zur Pädagogik.” In Johann Friedrich Herbart’s Sämmtliche Werke, edited by G. Hartenstein. Vol. 11, Part 2, Schriften zur Pädagogik, 419–506. Leipzig: Leopold Voss, 1851.
Herbart, Johann Friedrich. “Pestalozzi’s Idee eines ABC der Anschauung (1802 and 1804).” In Joh. Friedr. Herbart’s Sämtliche Werke in Chronologischer Reihenfolge, edited by Karl Kehrbach, Vol. 1, 151–258. Langensalza: Hermann Beyer und Söhne, 1887.
Herbart, Johann Friedrich. “Über die ästhetische Darstellung der Welt, als das Hauptgeschäft der Erziehung (1802–1804).” In Joh. Friedr. Herbart’s Sämtliche Werke in Chronologischer Reihenfolge, edited by Karl Kehrbach. Vol. 1, 259–74. Langensalza: Hermann Beyer und Söhne, 1887.
Herbart, Johann Friedrich. “Zwei Vorlesungen über Pädagogik (1802).” In Joh. Friedr. Herbart’s Sämtliche Werke in Chronologischer Reihenfolge, edited by Karl Kehrbach. Vol. 1, 279–90. Langensalza: Hermann Beyer und Söhne, 1887.
Herbart, Johann Friedrich. “Allgemeine Pädagogik aus dem Zweck der Erziehung abgeleitet” (1806). In Joh. Friedr. Herbart’s Sämtliche Werke in Chronologischer Reihenfolge, edited by Karl Kehrbach. Vol. 2, 1–139. Langensalza: Hermann Beyer und Söhne, 1887.
Herbart, Johann Friedrich. “Allgemeine Praktische Philosophie” (1808). In Joh. Friedr. Herbart’s Sämtliche Werke in Chronologischer Reihenfolge, edited by Karl Kehrbach. Vol. 2, 329–458. Langensalza: Hermann Beyer und Söhne, 1887.
Herbart, Johann Friedrich. “Über Erziehung unter öffentlicher Mitwirkung (1810).” In Joh. Friedr. Herbart’s Sämtliche Werke in Chronologischer Reihenfolge, edited by Karl Kehrbach. Vol. 3, 73–82. Langensalza: Hermann Beyer und Söhne, 1888.
Herbart, Johann Friedrich. “Kurze Anleitung für Erzieher, die Odyssee mit Knaben zu Lesen.” In Joh. Friedr. Herbart’s Sämtliche Werke in Chronologischer Reihenfolge, edited by Karl Kehrbach Vol. 3, 3–58. Langensalza: Hermann Beyer and Söhne, 1888.
Herbart, Johann Friedrich. “Umriss pädagogischer Vorlesung (1835 and 1841).” In Joh. Friedr. Herbart’s Sämtliche Werke in Chronologischer Reihenfolge, edited by Karl Kehrbach. Vol. 10, 65–206. Langensalza: Hermann Beyer und Söhne, 1902.
Herbart, Johann Friedrich. “Introductory Lecture to Students in Pedagogy (1802).” In Herbart’s ABC of Sense-Perception and Minor Pedagogical Works, edited and translated by William J. Eckoff, 13–28. New York: D. Appleton, 1896.
Herbart, Johann Friedrich. “The ABC of sense-perception (1802 and 1804).” In Herbart’s ABC of Sense-Perception and Minor Pedagogical Works, edited and translated by William J. Eckoff, 132–278. New York: D. Appleton, 1896.
Herbart, Johann Friedrich. Letters and Lectures on Education, translated by Henry M. Felkin and Emmie Felkin. London: Swan Sonnenschein and Co. Ltd., 1898.
Herbart, Johann Friedrich. “On the Aesthetic Revelation of the World (1804).” In The Science of Education, its general principles deduced from its aim, and The Aesthetic Revelation of the World, translated by Henry M. Felkin and Emmie Felkin, 57–77. Boston: D. C. Heath & Co., 1902.
Herbart, Johann Friedrich. “The Science of Education” (1806). In The Science of Education, its General Principles Deduced from its Aim, and The Aesthetic Revelation of the World, translated by Henry M. Felkin and Emmie Felkin. Boston: D. C. Heath & Co., 1902.
Herbart, Johann Friedrich. Outlines of Educational Doctrine, translated by Alexis F. Lange. New York: MacMillan Company, 1913.

Works of Dewey

Dewey, John. “Democracy and Education” (1916). The Middle Works, edited by Jo Ann Boydston. Vol. 9. Carbondale: Southern Illinois University Press, 2008.
Dewey, John. “The Need for a Recovery of Philosophy (1917).” The Middle Works, edited by Jo Ann Boydston. Vol. 10, 3–48. Carbondale: Southern Illinois University Press, 2008.
Dewey, John. “Reconstruction in Philosophy (1920).” The Middle Works, edited by Jo Ann Boydston. Vol. 12, 77–202. Carbondale: Southern Illinois University Press, 2008.
Dewey, John. “What Is the Matter with Teaching? (1925).” The Later Works, 1925–1953, edited by Jo Ann Boydston. Vol. 2, 116–23. Carbondale: Southern Illinois University Press, 2008.
Dewey, John. “How We Think” (1933). The Later Works, edited by Jo Ann Boydston, Vol. 8, 105–352. Carbondale: Southern Illinois University Press, 2008.
Dewey, John. “Art as Experience” (1934). The Later Works, edited by Jo Ann Boydston. Vol. 10. Carbondale: Southern Illinois University Press, 2008.
Dewey, John. “Logic: The Theory of Inquiry” (1938). The Later Works, edited by Jo Ann Boydston. Vol. 12. Carbondale: Southern Illinois University Press, 2008.
Dewey, John. “Experience and Education” (1938). The Later Works, edited by Jo Ann Boydston, Vol. 13, 1–62. Carbondale: Southern Illinois University Press, 2008.
Dewey, John. “Time and Individuality (1940).” The Later Works, edited by Jo Ann Boydston. Vol. 14, 98–114. Carbondale: Southern Illinois University Press, 2008.
Dewey, John. “Inquiry and Indeterminateness of Situations (1942).” The Later Works, edited by Jo Ann Boydston. Vol. 15, 34–41. Carbondale: Southern Illinois University Press, 2008.
Dewey, John. and John L. Childs. “The Underlying Philosophy of Education (1933).” The Later Works, edited by Jo Ann Boydston. Vol. 8, 77–103. Carbondale: Southern Illinois University Press, 2008.

Other Works Cited

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