Intellectual Advancement Through Disciplinarity : (Record no. 38945)
[ view plain ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 05027cam a2200445Ii 4500 |
| 001 - CONTROL NUMBER | |
| control field | BRILL9789087902384 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | nllekb |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20260610105529.0 |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr un uuuua |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 190403s2007 gw sb 001 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9789087902384 |
| Qualifying information | (electronic book) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| Canceled/invalid ISBN | 9789087902377 |
| Qualifying information | (print) |
| 024 7# - OTHER STANDARD IDENTIFIER | |
| Standard number or code | 10.1163/9789087902384 |
| Source of number or code | DOI |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)191556921 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | NL-LeKB |
| Transcribing agency | NL-LeKB |
| Description conventions | rda |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LB2806.15 |
| 072 #7 - SUBJECT CATEGORY CODE | |
| Subject category code | EDU |
| Subject category code subdivision | 000000 |
| Source | bisacsh |
| 072 #7 - SUBJECT CATEGORY CODE | |
| Subject category code | JN |
| Source | bicssc |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 378.0001 |
| Edition information | 23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Pinar, William F., |
| Relator term | author. |
| 245 10 - TITLE STATEMENT | |
| Title | Intellectual Advancement Through Disciplinarity : |
| Remainder of title | Verticality and Horizontality in Curriculum Studies / |
| Statement of responsibility, etc. | William F. Pinar. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Leiden, |
| -- | Boston : |
| Name of producer, publisher, distributor, manufacturer | Brill | Sense, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2007. |
| 300 ## - online resource | |
| Extent | 1 online resource. |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | computer |
| Media type code | c |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | online resource |
| Source | rdacarrier |
| 490 0# - SERIES STATEMENT | |
| Series statement | Transgressions: Cultural Studies and Education; |
| Volume/sequential designation | v. 19 |
| 490 0# - SERIES STATEMENT | |
| Series statement | Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001 |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc. note | Includes bibliographical references and index. |
| 505 00 - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Preliminary Material -- The Lure That Pulls Flowerheads to Face The Sun (2006) -- \'What Should Be And What Might Be\' (2005) -- \'A Lingering Note\' (2005) -- A/R/T as Living Inquiry (2004) -- Teaching Against Oppression (2004) -- Curriculum -- The Time of Self-Difference and Selfresistance (2003) -- \'High Volume Traffic in the Intertext\' (2003) -- Difficult Memories (2002) -- Negotiating the Self (2002) -- Aesthetics, Politics and Culture (2000) -- Thinking Queer (2000) -- Understanding Democratic Curriculum Leadership (1999) -- The Lure of The Transcendent (1999) -- \'I am Not Yet\' (1998) -- Curriculum Theory as a Prayerful Act (1995) -- Dreams, a Daughter And Her Son on The Education of the Imagination (1995) -- Life History and the School Subjects (1995) -- The Significance of the South (2007) -- Notes -- References -- Name Index -- Subject Index -- About the Author -- Transgressions: Cultural Studies and Education. |
| 506 ## - RESTRICTIONS ON ACCESS NOTE | |
| Terms governing access | Available to subscribing member institutions only. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Skepticism toward disciplinarity, William F. Pinar points out, is etched deeply in the U. S. field, drawn by progressive education’s efforts to reconfigure the school curriculum as child-centered and/or as focused on social reconstruction. Skepticism toward disciplinarity had also been affirmed by Bobbitt and Charters’ positioning of adult activity as the organizer of the school curriculum. Add to these historical dispositions the contemporary legitimation crisis of the academic disciplines and the rage for interdisciplinary, trans-disciplinary, post-disciplinary—anything but disciplinary—research and curriculum becomes intelligible. The intellectual labor of understanding constitutes the discipline of disciplinarity. Through the discipline of disciplinarity one contributes to the field’s intellectual advancement and to one’s own. Appreciating the centrality of disciplinarity to intellectual advancement requires us, Pinar argues, to replace Schwab’s syntactical and substantive structures of the disciplines. Focused on methodology and the concepts research methodology generates, Schwab’s schema was more appropriate to the natural and social-behavioral sciences than it is to the humanities and the arts. Pinar replaces these with two structures more appropriate to a discipline associated with the humanities and the arts and focused on the education of the public: horizontality and verticality. Explicating Spivak’s notion of “planetarity” to specify the structures of subjectivity these structures of disciplinarity invite, Pinar illustrates these concepts through introductions to the scholarship of Ted Aoki, Tom Barone, Mary Aswell Doll, Maxine Greene, James Henderson, Dwayne Huebner, Rita Irwin, David Jardine, Kathleen Kesson, James B. Macdonald, Janet Miller, Marla Morris, Alice Pitt, William Reynolds, John Weaver, among others. Of significance to all specializations in the broad and fragmented academic field of education, Intellectual Advancement through Disciplinarity provides the intellectual tools by means of which education scholars worldwide can participate in the complicated conversation that is internationalization in order to contribute to the intellectual sophistication of their nationally distinctive fields. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Curriculum planning |
| General subdivision | Philosophy. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Interdisciplinary approach in education. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Relationship information | Print version: |
| Title | Intellectual Advancement Through Disciplinarity: Verticality and Horizontality in Curriculum Studies |
| Place, publisher, and date of publication | Leiden, Boston : Brill | Sense, 2007, |
| International Standard Book Number | 9789087902377 |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE | |
| Uniform title | Transgressions: Cultural Studies and Education |
| Volume/sequential designation | 19. |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE | |
| Uniform title | Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001. |
| 856 4# - ELECTRONIC LOCATION AND ACCESS | |
| Public note | DOI: |
| Uniform Resource Identifier | <a href="http://dx.doi.org/10.1163/9789087902384">http://dx.doi.org/10.1163/9789087902384</a> |
No items available.