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Education, Modernity, and Fractured Meaning : Toward a Process of Theory and Learning


reviewed by William E. Doll, Jr. 1990

coverTitle: Education, Modernity, and Fractured Meaning : Toward a Process of Theory and Learning
Author(s): Donald W. Oliver, Kathleen Waldron Gershman
Publisher: State University of New York Press, Albany
ISBN: 0887069428, Pages: , Year: 1989
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Many readers will find this to be two books in one-the first defined by the book’s overall title, Education, Modernity, and Fractured Meaning; the other defined by the book’s fifth chapter, “Cosmology as Curriculum,” each evoking different feelings. In dealing with the concept of modernity and its fracturing of our views about both meaning and education, Oliver and Gershman have entered the modernist-postmodernist debate. This debate assumes, correctly I believe, that we have come to “the end of an age” and are (for better or worse) embarked on a new “post” age: postindustrial, poststructural, postideological. In dealing with the concept of cosmology as curriculum, Oliver and Gershman have undertaken the task of proposing curricular considerations for this post age, considerations that take a radically different approach to both meaning and education—namely, a Whiteheadian process approach. Modernity, defined as a way of knowing (technical-rational) dominant within a particular time period (late sixteenth to... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 92 Number 1, 1990, p. 156-158
http://www.tcrecord.org ID Number: 365, Date Accessed: 10/23/2017 12:32:05 AM

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