Learning and hatred for meaning /

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Bibliographic Details
Author / Creator:	Letiche, Hugo K., 1946-
Imprint:	Amsterdam ; Philadelphia : J. Benjamins Pub. Co., 1984.
Description:	1 online resource (270 pages) : illustrations
Language:	English
Subject:	Letiche, Hugo K., -- 1946- Letiche, Hugo K., -- 1946- College teaching. Lecture method in teaching. Knowledge, Theory of. College teachers -- Netherlands -- Biography. College teachers -- United States -- Biography. College teachers. College teaching. Knowledge, Theory of. Lecture method in teaching. Netherlands. United States. Electronic books. Biographies.
Format:	E-Resource Book
URL for this record:	http://pi.lib.uchicago.edu/1001/cat/bib/11125414

Hidden Bibliographic Details
ISBN:	9789027274496 9027274495 9027220166 9789027220165
Notes:	Summary in Dutch. Includes bibliographical references. Print version record.
Summary:	This study poses the problems of theoretical and philosophical pedagogy in the practice of teaching. The research goal was to improve my teaching. A concrete experience of undergraduate lecturing is the subject. This unconventional New Paradigm research strives for an immediacy of contact between text and practice. How does a beginning lecturer grapple with this job? What is it like to establish oneself as a teacher? The emphasis is upon the experience of teaching, of the school, and what is expected of one as instructor.
Other form:	Print version: Letiche, Hugo Kuyper. Learning and Hatred for Meaning. Amsterdam : John Benjamins Publishing Company, ©1984 9789027220165

Table of Contents:

-1. Prelim pages
0. Table of contents
1. Acknowledgements
2. Part One: Preamble, Theory, and Analysis
3. 1. Preamble
4. i. The Context of Research
5. ii. The Reappraisal of Predecessors
6. iii. Indication
7. 2. Theory
8. a. The Comparison
9. i. The Behavioristic Approach
10. ii. The Humanistic-Psychological Approach
11. iii. The Cultural-Historical Approach
12. iv. Summing up, I surmise that
13. 3. Levels of Analysis and of Generic Idiograms
14. a. A Denotive Variant of the Interpretative Paradigm
15. i. Assuming
16. ii. Practice
17. b. Descriptive/Interpretative
18. c. The Development
19. Part Two: The Genetic Text
20. Forms and Beginnings
21. a. The Presentation of the `Context of Teaching'
22. b. What Brought Me to Write These Eassays
23. Interface One
24. 1. `I' Culture, Violence, and Education
25. a. `I'
26. b. Culture
27. c. Violence
28. d. Education
29. e. The Consequences of This Reflection
30. Interface Two
31. 2. Student
32. a. A Simulated Interview
33. b. The Analyis
34. c. Which Body of Knowledge
35. d. Reqirements Banished, Electives Trumpeted
36. e. The Last Word
37. Interface Three
38. 3. The Knowledge Machine
39. a. The Metaphor
40. b. The `World' Takes Over
41. c. The Factory
42. Interface Four
43. 4. The Sons of Roland Barthes
44. a. Method: Doxa/Para-dox
45. b. Bathmology
46. c. In the Mirror the Name of the Father
47. d. The Teacher
48. Interface Five
49. 5. Orphans and Origins
50. a. Intellectual Friendship
51. b. Demeurer
52. c. Famille and Patrie
53. d. Metaphysics
54. e. Assessments
55. Interface Six
56. 6. Teaching
57. a. Intersubjectivity
58. b. Introsubjective
59. c. Cultural Event
60. i. The Dialogue
61. ii. The Literature
62. iii. Dominant Intellectual Trends
63. Part Three: Discussion and Evaluation
64. 1. Discussion and Evaluation
65. a. Immediacy
66. b. Formative Evaluation
67. c. Summing Up and Further
68. Notes
69. Bibliography
70. Summary in Dutch

Learning and hatred for meaning /

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