The Future of Post-Human Education
The Future of Post-Human Education
A Preface to a New Theory of Teaching and Learning
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Go to cartISBN: 9788130920023
Bind: Hardbound
Year: 2012
Pages: 484
Size: 153 x 229 mm
Publisher: Cambridge International Science Publishing
Published in India by: Viva Books
Exclusive Distributors: Viva Books
Sales Territory: India, Nepal, Pakistan, Bangladesh, Sri Lanka
Description:
Is education really so valuable that, in this information age of ours, there are many who believe that, as Derek Bok, ex-President of Harvard University, once put it, "if you think education is expensive, try ignorance"?
This overvaluation of education in our information age can be contrasted with an opposing idea in the anti-establishment circle that, as Maya Angelou, author of the popular novel I Know Why the Caged Bird Sings, once caught the attention when she wrote "that some people, unable to go to school, were more educated and more intelligent than college professors." (BQ 2010)
Contrary to the two opposing sides of this debate on the nature of education (and other views as will be discussed in the book), the value of formal education (on one side of the controversy) and the importance of informal education (on the other side of the controversy) are neither possible nor desirable to the extent that their respective ideologues would like us to believe.
But one should not erroneously treat this challenge to the contrastive versions of the conventional wisdom on the future of education (and other views as will be clear later) as a suggestion that education is an useless endeavor, or that some fields of study (related to education) like philosophy, psychology, sociology, or even culture studies are to be dismissed. Surely, neither of these extreme views is reasonable either.
Instead, this book provides an alternative (better) way to understand the future of education, especially in the dialectic context of teaching and learning—while learning from different approaches in the literature but without favoring any one of them (nor integrating them, since they are not necessarily compatible with each other). Thus, this book offers a new theory to go beyond the existing approaches in the literature on education in a new original way.
If successful, this seminal project is to fundamentally change the way that we think about education, from the combined perspectives of the mind, nature, society, and culture, with enormous implications for the human future and what
I originally called its "post-human" fate.
In this book:
• Introduction—The Value of Education
• Teaching and Its Duplicity
• Learning and Its Ambivalence
• Conclusion—The Future of Education
Contents:
List of Tables • Foreword • Acknowledgments • List of Abbreviations
Part One: Introduction • Chapter One: Introduction—The Value of Education • The Overvaluation of Education • The Different Faces of Education • The Theoretical Debate • The Heterodox Theory of Education • Theory and Meta-Theory • The Logic of Existential Dialectics • Sophisticated Methodological Holism • Chapter Outline • Some Clarifications
Part Two: Teaching • Chapter Two: Teaching and Its Duplicity • The Brightness of Teaching • Teaching and the Mind • Teaching and Nature • Teaching and Society • Teaching and Culture • The Darkness of Teaching • The Future of Post-Human Education
Part Three: Learning • Chapter Three: Learning and Its Ambivalence • The Benefits of Learning • Learning and the Mind • Learning and Nature • Learning and Society • Learning and Culture • The Costs of Learning
Part Four: Conclusion • Chapter Four: Conclusion—The Future of Education • Beyond Teaching and Learning • 1st Thesis: The Absoluteness-Relativeness Principle • 2nd Thesis: The Predictability-Unpredictability Principle ?3rd Thesis: The Explicability-Inexplicability Principle • 4th Thesis: The Preciseness-Vagueness Principle • 5th Thesis: The Simpleness-Complicatedness Principle • 6th Thesis: The Openness-Hiddenness Principle • 7th Thesis: The Denseness-Emptiness Principle • 8th Thesis: The Slowness-Quickness Principle • 9th Thesis: The Expansion-Contraction Principle • 10th Thesis: The Theory-Praxis Principle • 11th Thesis: The Convention-Novelty Principle • 12th Thesis: The Evolution-Transformation Principle • 13th Thesis: The Symmetry-Asymmetry Principle • 14th Thesis: The Regression-Progression Principle • 15th Thesis: The Sameness-Difference Principle • 16th Thesis: The Post-Human Rebellion • Beyond Formal and Informal Education
Bibliography • Index
About the Author:
Dr Peter Baofu is the author of 53 new theories in 44 books to provide a visionary challenge to conventional wisdom in all fields of knowledge ranging from the social sciences through the formal sciences and the natural sciences to the humanities, with the final aim for a unified theory of everything.
He is known for his pioneering works on "multilateral acoustics," "metamorphic humor," "heterodox education," "post-human mind games," "post-Earth geology," "substitutive religion," "post-cosmology," "contrarian personality," "post-ethics," "multifaceted war and peace," "post-humanity," "critical-dialectic formal science," "combinational organization," "hyper-sexual body," "law reconstruction," "comprehensive creative thinking," "hyper-martial body," "multilogical learning," "contingent urban planning," "post-capitalism," "selective geometry," "post-democracy," "contrastive advantages," "ambivalent technology," "authoritarian liberal democracy," "the post-post-Cold-War era," "post-civilization," "transformative aesthetic experience," "synthetic information architecture," "contrastive mathematical logic," "dialectic complexity," "after-postmodernity," "sophisticated methodological holism," "post-human space-time," "existential dialectics," "unfolding unconsciousness," "floating consciousness," "hyper-spatial consciousness," and other visions.
Dr Baofu earned an entry to the list of "prominent and emerging writers" in Contemporary Authors (2005) and another honorary entry in The Writers Directory (2007) — and was also interviewed on television and in newspapers about his original ideas. He was a U.S. Fulbright Scholar in the Far East. He had taught as a professor at different universities in Western Europe, the Caucasus, the Middle East, the Balkans, Central Asia, South Asia, and North America. He finished more than 5 academic degrees, including a Ph.D. from the world-renowned M.I.T., and was a summa cum laude graduate.
