An Intellectual Biography of Ivan Illich.

Autor/in	Inman, Patricia L.
Titel	An Intellectual Biography of Ivan Illich.
Quelle	(1999), (116 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Adult Education; Biographies; Cognitive Processes; Economic Factors; Educational Environment; Educational History; Educational Philosophy; Epistemology; Experiential Learning; Friendship; Holistic Approach; Learning Theories; Metaphors; Nonformal Education; Self Concept; Social Control; Spirituality + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Biography; Biografie; Biographie; Cognitive process; Kognitiver Prozess; Ökonomischer Faktor; Lernumgebung; Pädagogische Umwelt; Schulumwelt; History of education; Bildungsgeschichte; Bildungsphilosophie; Erziehungsphilosophie; Erkenntnistheorie; Experiental learning; Erfahrungsorientiertes Lernen; Freundschaft; Holistischer Ansatz; Learning theory; Lerntheorie; Non-formal education; Non formal education; Nichtformale Bildung; Selbstkonzept; Soziale Kontrolle; Spiritualität
Abstract	This treatise on Ivan Illich, historian, philosopher, educator, and social critic, has less to do with the details of Illich's life than with his thought over the past three decades. The first section of each chapter (1-3) provides a brief biographical sketch of Illich during the decades 1968-1978, 1978-1988 and 1988-1998 and a discussion regarding the themes of his most well-known works written during each decade. The biographic material provides a context for his thinking, not an explanation of his thought. Chapter 1 identifies dangers of institutionally generated knowledge and qualities of education that Illich feels dilute specialness and imprison us in an economic web of modernized poverty. Chapter 2 discusses Illich's connection of knowledge to the sense of self. Chapter 3 discusses friendship as the necessary context for the discovery of truth in our search for wisdom. Chapter 4 discusses these considerations for adult education (specifically the need for an objective base for learning in a subjective context): providing learning space, vernacular knowledge, embodied experience, defining truth, importance of metaphorical learning, and to beware curriculum. The paper closes in Chapter 5 with the author's personal reflections on friendship as an exchange of gifts, redefining the educated person, relation of self to particular others, reconciling vernacular experience with universal reflection, and defining education. (Contains a 63-item bibliography.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC