Read more
List of contents
List of Figures
Notes on Contributors
Acknowledgements
Series Editors’ Foreword
Introduction, Tim Ingold (University of Aberdeen, UK)
1. Learning with Potentials, Cathrine Hasse (University of Aarhus, Denmark)
2. A Pedagogy of Attention to the Light in the Eyes, Jan van Boeckel (Hanze University of Applied Sciences, the Netherlands)
3. Proportion, Analogy and Mixture: Unearthing Mathematical Measurement Practices, Elizabeth de Freitas (Manchester Metropolitan University, UK) and Nathalie Sinclair (Simon Fraser University, Canada)
4. Creative Movements: Hands, Arms, Materials and Words in Making Baskets, Stephanie Bunn (University of St Andrews, UK)
5. Growing in the Midst of Things, Rachel Holmes (Manchester Metropolitan University, UK) and Amanda Ravetz (Manchester Metropolitan University, UK)
6. Exploring an Autistic Curriculum: Of Pedagogy, Puppets and Perception, Melissa Trimingham (University of Kent, UK)
7. ‘A house for…’: Experiments in Filmic Architecture, Raymond Lucas (Manchester Metropolitan University, UK)
8. Searching for the Ethos of a Lost Art School, Judith Winter (Robert Gordon University, UK)
9. Dada and the Absurd: Pedagogies of Art and Survival, Anne Douglas (Robert Gordon University, UK)
10. Teaching and Learning Anthropology Otherwise: Lessons from a Collaboration between Anthropology and Laboratory Theatre, Caroline Gatt (University of Aberdeen, UK)
11. Atmospheres of University Education: Courses and Forces, Jan Masschelein, Maarten Simons and Mieke Berghmans (KU Leuven, Belgium)
References
Index
About the author
Tim Ingold is Professor Emeritus of Social Anthropology at the University of Aberdeen, Scotland. His recent books include Anthropology and/as Education (2018), Anthropology: Why it Matters (2018), Correspondences (2020) and Imagining for Real (2022).
Summary
Knowledge comes from thinking with, from and through things, not just about them. We get to know the world around us from the inside of our being in it. Drawing on the fields of anthropology, art, architecture and education, this book addresses what knowing from the inside means for practices of teaching and learning. If knowledge is not transmitted ready-made, independently of its application in the world, but grows from the crucible of our engagements with people, places and materials, then how can there be such a thing as a curriculum? What forms could it take? And what could it mean to place such disciplines as anthropology, art and architecture at the heart of the curriculum rather than – as at present – on the margins?
In addressing these questions, the fifteen distinguished contributors to this volume challenge mainstream thinking about education and the curriculum, and suggest experimental ways to overcome the stultifying effects of current pedagogic practice.
Foreword
Brings together anthropologists, artists, architects and designers to explore the common task of forging a sustainable world and the instrumental role of education.
Additional text
This fascinating, disturbing and urgently-needed book compels us to reconsider what education is really about. Developed in a spirit of generous-minded exploration which dismantles traditional boundaries, the book challenges unhelpful divisions between ‘knowing’ and ‘doing’ and demands that we rethink what it means to learn and to be human.
