DOCSLIB.ORG

The Person and Education MAXINE GREENE Brooklyn College

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Person and Education MAXINE GREENE Brooklyn College The Person And Education MAXINE GREENE Brooklyn College This book is, from one vantage point, a and stable ideals. Nor could he accept the position paper on a philosophic outlook notion that values could be scientifically called "Empirical Personalism." From defined. And as a committed personalist, he another, it is a call for a democratic school could not give up his belief in his engaged in dialogue, staffed by teachers metaphysic, not as a "logically predictive" who are both empiricists and "witnesses"— premise, but "as a reasoned source of and dedicated, above all things, to the inspiration for pursuing values," an "emergence of persons." overarching and unifying principle which could sanction the centrality of man. But Professor Soderquist has also given us his credo here, his fundamental commitment It is apparently for this reason that he turned as teacher and educational philosopher. His to the writings of certain existentialist book, therefore, becomes a kind of log of an philosophers, particularly Kierkegaard, intellectual—or, perhaps, a sentimental— Jaspers, Heidegger, and Marcel. One journey, concluding with the discovery that suspects, in fact, that his need for modernity one can go home again. made him welcome the growing popularity of existentialism (or what he took to be Home, for Harold Soderquist, is the belief existentialism) in the past few decades. called personalism, with its roots in Living professionally among progressives nineteenth-century romantic idealism, its and empiricists, he could not have found it associations with Protestant theologies, its easy to think of himself as "dated," as focus on metaphysics, values, and "the archaic in some way. human person." Kant and Schiller are evoked as the personalists' inspiration; This is not to say that Professor Soderquist tendencies to personalism are marked in turned to existentialism because it was Josiah Royce, William James, and William fashionable or because it seemed to him a E. Hocking. The author pays tribute to all of "good thing." A considerable part of his book these; but William James is first among is devoted to the "philosophic anthropology" them—James with his optimistic faith, his of the existentialists, to exploration of self- stubborn "will to believe." alienation, dread, anxiety, authenticity, and other core concepts of those who have Soderquist, however, was cast into another expressed the view. He has made every world, the twentieth-century world of effort to treat these ideas honestly and urbanization, technology, disorder, comprehensively, and he has avoided all the ambiguity. As a teacher, as a modern man, cliches of critics who call them he had to expose himself to new currents of "meaningless" or destructive or (in the trivial thought, most particularly to the currents of sense) "absurd." Deweyan Experimentalism as they inundated the classrooms of his world. The The existentialist notions of "subjectivity" experimentalist stress on intelligent controls, and choice have appealed to him most of all; on the proper adaptation of ends to means, and considering his deeply felt commitment on communication and democratic values,— to the person and the person's relation to all seem to have moved Soderquist to what is "outside" (or what transcends), it qualify his traditional personalism and would not be surprising if he was moved to assimilate some aspects of the empirical appropriate what struck him as a related, objectivity characteristic of experimentalism. even a synchronous set of apercus. He could not, of course, accept the tendency Nor would it be surprising, even in of some of Dewey's followers to emphasize existentialist terms, if he chose to discover in process and flux to the exclusion of order existentialism only those views which could Teachers College Record Copyright (c) Teachers College, Columbia University be integrated with personalism—or, more choose themselves in action, in which the precisely, "Empirical Personalism." Using only values there are are those men create experimentalist criteria, he seems to fend off as they commit themselves and take certain of the irrationalist aspects of responsibility for what they choose. How can existential thought. He reacts vigorously and this be reconciled with the existence and more than once against the persistence of "the ideal" (even when the recommendation of a "tragic" stance, so ideal is "but an orientation, a yearning, familiar among existentialists. He tends to working through a never finished series of see existential freedom as asocial, even ends-in-view")? How can it be reconciled anarchic, in spite of the persistence of the with "moral intuitions" or the moulding of Other, of "engagement," of what Jaspers selfhood "in creative relationship to the true calls the "situation," in existential writing, and the good..."? especially in recent years. It is as if he is compelled to resist the paradox implicit in a Still, Professor Soderquist has made a noble concern with "inwardness," the paradox effort. He has attempted to do what is associated with the "Look" of which Sartre seldom done today: to act as a hedgehog, to writes, the paradox foundational to the concern himself with a "big thing," to work existential "leap." out an integrated view. Perhaps, when all is done, he should be read as the keeper of a Most significantly of all, he may be log. Logbooks are often more interesting compelled to resist the very image of a world than designs for empiricist-personalist- of open possibilities in which men are free to existentialist-democratic schools. Teachers College Record Copyright (c) Teachers College, Columbia University.
Load more

Recommended publications
  • Curriculum of Imagination Beyond the Walls of Standardization
    Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Fall 2006 Curriculum of Imagination Beyond the Walls of Standardization Robert Lewis Lake Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Recommended Citation Lake, Robert Lewis, "Curriculum of Imagination Beyond the Walls of Standardization" (2006). Electronic Theses and Dissertations. 512. https://digitalcommons.georgiasouthern.edu/etd/512 This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. A CURRICULUM OF IMAGINATION BEYOND THE WALLS OF STANDARDIZATION by ROBERT LAKE (Under the Direction of Ming Fang He) ABSTRACT This dissertation is a theoretical inquiry into ways of seeing, knowing, and learning that are frequently excluded in this present climate of standardized practices in the field of education. In this study, I explore how imagination permeates every aspect of life experience and helps develop personal and political awareness in students to look beyond what they take for granted, to question the normal, and to develop various ways of knowing, seeing, feeling, and acting upon positive social and educational change in an era of accountability. This is accomplished by tracing the historical and contemporary evolution of the concepts of imagination and metaphor and, in specific terms, how they make possible the creation of personal meaning and agency. An imaginary dialogue based on actual quotations from Maxine Greene and Paulo Freire serves as the theoretical framework for the inquiry, with the researcher’s commentary interspersed at various points in the conversation.
    [Show full text]
  • The Calm Against the Storm, Or, Levels of Concern, by Maxine Greene
    GREENE The Sixties 307 THE SIXTIES: THE CALM AGAINST THE STORM, OR, LEVELS OF CONCERN Maxine Greene Teachers College Columbia University Striving to avoid presentism, staving off some of my own memories, I turned to Educational Theory in the decade of the “Sixties.” Because of my associations with the unrest of that period, I looked back with considerable expectancy where educational philosophy was concerned. I was sure, somehow, that there would be responses to what seemed to be a variety of philosophical questions inherent in the Civil Rights movement, with its stress upon civil disobedience, nonviolence, and redemptive suffering. There were issues like conscientious objection to a draft occasioned by what seemed to increasing numbers to be an unjust war. It would appear, even from the present vantage point, that appeals to intuition and to the moral law (in tension with rationality and the civil law), while warranted by war or cruel circumstances existing in the South, held implications for the schools. There were the demonstrations, mostly peaceful, some of them not, and odd alliances among those Norman Mailer called “armies of the night.”1 Legislation having to do with educational equality, compensatory education, and sexual equality raised an unprecedented set of problems, some of them linguistic, some arising from genera- tions of discrimination scarcely questioned before. I realize I was looking through lenses partly derived from recollections of participation in the 1963 March on Washington, of taking buses to peace demonstrations, of trying to convince col- leagues to take positions on the war in Vietnam. And, of course, there were the three assassinations that shook our faith in political possibility.
    [Show full text]
  • Download File
    LISTENING FOR SOUNDS OF STRIVING: MAXINE GREENE AND STORIES OF MUSIC TEACHER BECOMINGS Mya Katherine Magnusson Scarlato Submitted in partial fulfillment of the Requirements for the Degree of Doctor of Education in Teachers College, Columbia University 2021 © 2021 Mya Katherine Magnusson Scarlato All Rights Reserved Abstract Listening for Sounds of Striving: Maxine Greene and Stories of Music Teacher Becomings Mya Katherine Magnusson Scarlato This phenomenological study explores the lived experiences of three music teachers who are invited to view themselves and their practices as “becoming” in the context of Maxine Greene’s philosophy of education. In communion with my own becoming as teacher and researcher, I explore the aspects of my participants’ musical and teaching identities over the course of their careers and in relation to their unique teaching contexts. Throughout this project, I explored qualities of resonance, striving, a sense of artistic “re-capturing,” wide-awakeness, social imagination, and courage. I came to understand that stories play an important role in shaping our perceptions of reality and awareness of the lived lives of the “other” as we strive together toward a more just society through artistic encounters in education. Table of Contents I. FREQUENCIES OF WHICH I WAS UNAWARE ................................................................ 1 Related Literature .................................................................................................................... 3 Theoretical Framework ...........................................................................................................
    [Show full text]
  • University of Dundee Freedom, Aesthetics, and the Agôn of Living In
    University of Dundee Freedom, aesthetics, and the agôn of living in Maxine Greene's work Baldacchino, John Published in: Review of Education, Pedagogy and Cultural Studies DOI: 10.1080/10714413.2017.1262153 Publication date: 2017 Licence: Other Document Version Peer reviewed version Link to publication in Discovery Research Portal Citation for published version (APA): Baldacchino, J. (2017). Freedom, aesthetics, and the agôn of living in Maxine Greene's work. Review of Education, Pedagogy and Cultural Studies, 39(1), 18-38. https://doi.org/10.1080/10714413.2017.1262153 General rights Copyright and moral rights for the publications made accessible in Discovery Research Portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from Discovery Research Portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain. • You may freely distribute the URL identifying the publication in the public portal. Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 02. Oct. 2021 MAXINE’S CHOICE(S) Freedom, aesthetics, and the agôn of living in Maxine Greene’s work John Baldacchino University of Dundee, Scotland Abstract: Maxine Greene argues that to take a position is to make a choice. This choice is concrete, free and active.
    [Show full text]
  • 768 Teachers College Record
    768 Teachers College Record Power over Power David Nyberg. Ithaca, N.Y.: Cornell University Press, 1981, $14.95. 200 pp. MAXINE GREENE, Teachers College, Columbia University In his “Philosophies of Freedom,” John Dewey laid great stress on the “intrinsic connection between choice as freedom and power of action as freedom.“’ His concern was for the “power of vision and reflection,” the “power-to-do” in relation to the actualization of freedom. David Nyberg may be the first educational thinker to take seriously the notion of power and its relevance, not only for a conceptualization of freedom, but for a philosophy of education as well. He is certainly the first to talk about teaching power and the “skills of freedom.” Disagreeing with Socrates in the Gorgias, Nyberg rejects the idea that a philosophy of power is antithetical to a philosophy of culture or education. If education has in part to do with empowering persons to make life plans for themselves, if it has anything to do with enabling them to act on their projects, it has to “speak to power.” Because power refers to something that comes into being within the context of social relations, because (as Hannah Arendt says) “it corresponds to the human ability not just to act but to act in concert,“* and because one of the fundamental meanings of freedom has to do with action along with and with respect to others, the old polarity of power and freedom probably should be reconceived. Professor Nyberg goes at the problem of reconceptualization as an educational philosopher fundamentally concerned with clarity and, yes, with rationality.
    [Show full text]
  • Passion of Pluralism by Maxine Greene
    TheThe PassionsPassions ofof Pluralism:Pluralism: MulticulturalismMulticulturalism andand thethe ExpandingExpanding CommunityCommunity ByBy MaxineMaxine GreeneGreene MaxineMaxine GreeneGreene BackgroundBackground InformationInformation Has made a career out of lecturinging andand writingwriting aboutabout herher philosophilosophy of education and calls herself a philosopher, inquirer and an artist. She is past President of the American Educational Research Association (AREA), Philosophy of Education Society, American Educational Studies Association (AESA), and the Middle Atlantic States Philosophyilosophy ofof EducationEducation Society.Society. Founder of the Maxine Greene Foundation: Foundation for Social Imagination, the ArtArtss and Education Served as the executive councilil onon thethe JohnJohn DeweyDewey SocietySociety Has made influential strides as a faculty member at Teacher’’s College of Coluibia UniversitUniversityy in New York City. Received her doctorate from NYU in 1955 and went on to teach there, Montclair, and Brooklyn College. Presently, Maxine teachers at Teacher’’s College of Columbia where she is the William F. Russell Professor in the Foundations of Education. DrDr GreeneGreene’’ss MainMain PointsPoints Our nation continues to grow and expand each day with an increase in multiculturalism. As a nation have to come to grips with this and accept it. Every individual plays an important role in our society and the voices of all citizens need to be heard. With America’s increasing cultural diversity, Dr. Greene stresses the need to recognize John Dewey’s philosophy as a “Great Community” ..Main..Main PointsPoints Continued..Continued.. Dr. Greene wishes for people to rediscover or discover for the first time the uniqueness of each person. She feels each individual is unique and he or she has a right to be heard and recognized in the national community.
    [Show full text]
  • The Influence of Sartre and Merleau-Ponty on Greene’S Educational Pedagogy Shaireen Rasheed C.W
    394 The Existential Concept of Freedom The Existential Concept of Freedom for Maxine Greene: The Influence of Sartre and Merleau-Ponty on Greene’s Educational Pedagogy Shaireen Rasheed C.W. Post, Long Island University When freedom is the question, it is always time to begin.1 Maxine Greene and Jean-Paul Sartre both believe that it is through the dialectical principle of negativity and freedom that meaning and intelligibility are conferred upon the world in their manifest form. This notion is important throughout Greene’s work, and is particularly important in Dialectic of Freedom, where Greene says about the student that “We must foster the freedom that he/she can attain as she moves dialectically between necessity and fulfillment, between the ineradicable qualities of her particular situation and the thus far unrealized capacities which are hers” (DF, 163). Sartre’s existentialist concept of freedom suggests that morality as a whole is the province of individual self-determination, and the social dimension of morality and relationships with others comes in simply as one element in the design of an individual life. Sartre’s focus on individuality is particularly acute in Being and Nothingness. To use one’s freedom of action, according to Sartre, means that one wills a world that bends to his or her desires. Rule-governed situations can be included within this world only to the extent that they can be shown to involve individual choice. Greene, in emphasizing the social dimension of freedom, represents an advance on Sartre’s individualistic philosophy. She is so faithful to the idea of an involved consciousness that the idea of a detached consciousness is largely negative in her cosmology of freedom.
    [Show full text]
  • IMAGINATION, INQUIRY, & VOICE a Deweyan Approach to Education In
    AMANDA N. GULLA, HOLLY FAIRBANK, & STEPHEN M. NOONAN IMAGINATION, INQUIRY, & VOICE A Deweyan Approach to Education in a 21st Century Urban high School Figure 1. MGHS student ARTE Spring Mural. 2018. Retrieved from: https://www.mghs.nyc/apps/pages/index.jsp?uREC_ID=1111369&type=d&pREC_ID=14063 71 Abstract: We describe the ways in which the teachers and administrators at The Maxine Greene High School for Imaginative Inquiry (MGHS), an urban public high school named for the philosopher Maxine Greene, are working to embody Greene’s and Dewey’s notion of imagination in the context of a practice called “imaginative inquiry.” Greene considered the role of the imagination in education as a call to action, for once one can imagine a better world, one is compelled to act. Following on and extending Dewey’s work, she defined her philosophy of aesthetic education as signifying “an initiation into new ways of seeing, hearing, feeling, moving…the nurture of a special kind of reflectiveness and expressiveness, a reaching out for meanings, a learning to learn" (p. 7). Imaginative inquiry, the vehicle for enacting an aesthetic education curriculum, is a practice that is fueled by curiosity by which the imagination interacts with the world to bring about multiple possible meanings and ways of understanding. We reflect upon the process by which we are currently working in collaboration with the teachers at MGHS to make the work of imaginative inquiry accessible to all students, and to provide resources to support the work of imaginative inquiry and aesthetic education in high schools. P. Maarhuis, AG Rud (eds.), Imaging Dewey: Artful works and dialogue about Art as Experience, 00–00.
    [Show full text]
  • How Do We Think About Our Craft?
    How Do We Think about Our Craft? MAXINE GREENE Teachers College, Columbia University To speak of craft is to presume a knowledge of a certain range of skills and proficiencies. It is to imagine an educated capacity to attain a desired end-in- view or to bring about a desired result. Where teachers are concerned, the end- in-view has to do with student learning; the desired result has to do with the “match” between what students have learned and what their teachers believe they have taught. We differ considerably among ourselves, of course, on the ends we actually have in mind and on the degree to which they can be predefined. Some of us focus on measurable competencies; others, on the process of coming to know, or on “knowing how” rather than “knowing that.” Some of us confine our attention to the cognitive domain; others try to cultivate imaginative capacities as well as cognitive ones; still others place equal stress on the affective domain. Many of us are uncertain about how much of our craft we have learned and about how much “comes naturally.” We wonder how much of our understanding can be put into words. How much of what we do is purely habitual and routinized? To what degree are choice and imagination involved? Is there a frame of reference to which most of us refer, what has been called “procedural lore”?1 How often, in any case, do we reflect on what we are doing, given our incessant involvement in the activity of teaching, maintaining order, meeting needs, making plans? To ask how we think about our craft is not to ask what we know about it.
    [Show full text]
  • The Dialectical Imagination of Maxine Greene: Social Imagination As Critical Pedagogy
    Fairfield University DigitalCommons@Fairfield Graduate School of Education & Allied GSEAP Faculty Publications Professions 2016 The Dialectical Imagination of Maxine Greene: Social Imagination as Critical Pedagogy Wendy Kohli Fairfield University, [email protected] Follow this and additional works at: https://digitalcommons.fairfield.edu/education-facultypubs Copyright 2016 Purdue University Peer Reviewed Repository Citation Kohli, Wendy, "The Dialectical Imagination of Maxine Greene: Social Imagination as Critical Pedagogy" (2016). GSEAP Faculty Publications. 128. https://digitalcommons.fairfield.edu/education-facultypubs/128 Published Citation Kohli, Wendy. "The Dialectical Imagination of Maxine Greene: Social Imagination as Critical Pedagogy." Education and Culture 32, no. 1 (2016): 15-24. This item has been accepted for inclusion in DigitalCommons@Fairfield by an authorized administrator of DigitalCommons@Fairfield. It is brought to you by DigitalCommons@Fairfield with permission from the rights- holder(s) and is protected by copyright and/or related rights. You are free to use this item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses, you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. For more information, please contact [email protected]. The Dialectical Imagination of Maxine Greene: Social Imagination as Critical Pedagogy
    [Show full text]
  • Canada Archives Canada Published Heritage Direction Du Branch Patrimoine De I'edition
    POSSIBILITIES FOR NEW BEGINNINGS: OPPRESSION, SOCIAL AGENCY, AND EDUCATION by Rula Kahil A thesis submitted in conformity with the requirements For the degree of Master of Arts Department of Theory and Policy Studies in Education University of Toronto ©Copyright by Rula Kahil (2008) Library and Bibliotheque et 1*1 Archives Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington Ottawa ON K1A0N4 Ottawa ON K1A0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-45238-7 Our file Notre reference ISBN: 978-0-494-45238-7 NOTICE: AVIS: The author has granted a non­ L'auteur a accorde une licence non exclusive exclusive license allowing Library permettant a la Bibliotheque et Archives and Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par Plntemet, prefer, telecommunication or on the Internet, distribuer et vendre des theses partout dans loan, distribute and sell theses le monde, a des fins commerciales ou autres, worldwide, for commercial or non­ sur support microforme, papier, electronique commercial purposes, in microform, et/ou autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in et des droits moraux qui protege cette these. this thesis. Neither the thesis Ni la these ni des extraits substantiels de nor substantial extracts from it celle-ci ne doivent etre imprimes ou autrement may be printed or otherwise reproduits sans son autorisation.
    [Show full text]
  • The Passionate Mind of Maxine Greene: 'I Am…Not Yet'
    The Passionate Mind of Maxine Greene Dedication: For Maxine Greene Note: All royalties from this collection go to Center for the Arts, Social Imagination, and Education founded by Maxine Greene at Teachers College, Columbia University. The Passionate Mind of Maxine Greene: ‘I Am…Not Yet’ Edited by William F.Pinar UK Falmer Press, 1 Gunpowder Square, London, EC4A 3DE USA Falmer Press, Taylor & Francis Inc., 1900 Frost Road, Suite 101, Bristol, PA 19007 © William F.Pinar 1998 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the publisher. First published in 1998 This edition published in the Taylor & Francis e-Library, 2005. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” A catalogue record for this book is available from the British Library ISBN 0-203-98072-7 Master e-book ISBN ISBN 0 7507 0812 3 cased ISBN 0 7507 0878 6 paper Library of Congress Cataloging-in-Publication Data are available on request Cover design by Caroline Archer Cover printed in Great Britain by Flexiprint Ltd., Lancing, East Sussex. Every effort has been made to contact copyright holders for their permission to reprint material in this book. The publishers would be grateful to hear from any copyright holder who is not here acknowledged and will undertake to rectify any errors or omissions in future editions of this book.
    [Show full text]