Time For Educational Poetics

Time for Educational Poetics address a discussion of today's philosophy of education and educational research: educational poetics is not limited to a theoretical construction, but rather focuses on creative, imaginative and poetic experience, to being recreated in the teaching-learning process.

Time for Educational Poetics address a discussion of today’s philosophy of education and educational research: educational poetics is not limited to a theoretical construction, but rather focuses on creative, imaginative and poetic experience, to being recreated in the teaching-learning process.

Educational research and poetics are often not included in the same conversation. Educational Poetics: Inquiry, Freedom and Innovative Necessity is one of the only texts to explore the possibilities of linking these domains to develop an emergent form of inquiry. Such an inquiry utilizes our human potential to go beyond the seductive force of everyday commonsense to consider and put into place alternative perspectives that are often hidden from view. These alternative perspectives, in turn, help create the ability to free ourselves from mental slavery as we change in inventive ways, a form of innovative necessity.

This popular text helps students develop and practise the wide range of poetry criticism skills demanded by the CXC English syllabuses. There are three sections which provide a carefully planned learning programme.

Osip Mandel'shtam (1891-1938) is considered by many to have been the best Russian poet of his era. This book is the first attempt to describe in a comprehensive way Mandel'shtam's intellectual world and its effect on his evolution as a thinker.

Reveals the neglected mode of knowing and learning, from Socrates to the middle ages and beyond, that relies more on the integrated powers of sensory experience and intuition, rather than on modern narrow scientific models of education.

A Hermeneutics of Poetic Education: The Play of the In-Between explores the ways in which both play and poetry orient us toward what surpasses us. Catherine Homan develops an original account of poetic education that builds on Friedrich Hölderlin’s idea of poetry as a teacher of humanity. Whereas aesthetic education emphasizes judgments of taste and rational autonomy, poetic education foregrounds self-formation and openness to the other. Critically engaging the works of Eugen Fink, Hans-Georg Gadamer, and Paul Celan, this book argues that poetry and play call for a particular stance in the world and with others. Open toward the infinite while simultaneously reaching toward its own finitude, the poetic work addresses us and invites our response. Poetry reveals the human condition as “in-between” and dialogical, even at the limits of language. Although many philosophers mistakenly view play as frivolous, Homan takes play seriously. Play--spontaneous and creative--resists mastery and instead requires an active attunement to the to-and-fro movement of the world, of others, and ourselves. A Hermeneutics of Poetic Education demonstrates that poetic education, as learning to listen, provides vital resources for responding to alterity in meaningful ways that resist totalization.

Utilising a cross-disciplinary approach that spans the fields of qualitative inquiry and educational research, this book offers, for the first time, a methodological text that focuses on poetry and educational research.