FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W2152675384> ?p ?o ?g. }

• W2152675384 startingPage "91" @default.
• W2152675384 abstract "In his very readable book on collaborative learning, Bruffee tells us, [f]or a decade or more, reports on the state of American higher education have complained that many undergraduates tend to be authority-dependent, passive, irresponsible, overly competitive, and suspicious of their peers (8). Bruffee's hope is to help overcome these ills by arguing that is a socially constructed, sociolinguistic entity and that learning is inherently an interdependent, sociolinguistic (8). While I tend to agree with this characterization of the state of higher education, I shall argue that Bruffee's postmodern turn, according to which knowledge is a social construct, is a theoretical dead end. Despite some contrary advertisement, Bruffee is not merely calling for a in the process of education by providing, for instance, more interdependent student-centered activities. In asking that we re-conceptualize our understanding of knowledge, Bruffee's focus is not merely on method, for his concept of process is heavily theory-laden. In what follows, therefore, I examine not his many excellent techniques for encouraging interdependent student activities, but his postmodern assumptions. Unearthing these assumptions and their logical implications brings out the flaws in Bruffee's view that his pedagogy of cultural change is an educational, social, or cultural improvement. My method in what follows is to embed Bruffee's theoretical project in a larger context and distinguish, as he does not, between humanistic and materialistic needs. This will aid us in recognizing that educational woes are not due to a foundational understanding of knowledge, but to a faulty foundational understanding. In classical culture there was a community of interdependent inquirers believing in and seeking a shared, objective common good, which we now seldom do. What dominates in our culture is an objective mode of knowing where the paradigm of successful explanation focuses on manipulation and control, a paradigm that has been described by E. M. Adams in The Metaphysics of Self and World and in an anthology entitled Naturalism: A Critical Appraisal edited by Steven Wagner and Richard Warner. This culturally dominant epistemological stance leads us to concentrate on materialistic needs, the kind of human needs that can be satisfied by manipulatory action. It also forces us to seek the kind of knowledge that will increase our power to satisfy these needs. As a result there has been a shift in emphasis from humanistic to materialistic interests and values. Humanistic needs, human needs beyond the realm of manipulatory power, are thus ignored. Included among humanistic needs are the need for an identity, the need for intersubjectivity, the need for self-respect, the need for meaningful relationships, the need for meaningful experiences and activities, the need for self-expression, and so on. What we should realize is that the satisfaction of humanistic needs does not result solely from the scientific mode of knowing that emphasizes the manipulation of factual structures aimed at the control of the material conditions under which we live. For the satisfaction of our material needs, we seek knowledge that enhances our power to manipulate and control our environment. To rebuild a decaying neighborhood, for instance, we rely on the methods and procedures of the natural sciences to acquire knowledge of the factual structures in need of modification. Thus we bring in the engineers, the city planners, the architects, the demographic experts, and so on. But the methods that enable us to rebuild do not enable us to know whether we ought to do what we are able to do. Recognizing that we ought to rebuild our physical slums requires a well-functioning society intent on satisfying both our material and humanistic needs. To be morally aware of all the reasons why we ought to rebuild a physical slum requires that we focus our attention on the humanistic as well as the materialistic needs of those living in the slums; it is this dual attention that drives the moral decision to rebuild. …" @default.
• W2152675384 created "2016-06-24" @default.
• W2152675384 creator A5064484593 @default.
• W2152675384 date "2002-03-22" @default.
• W2152675384 modified "2023-09-23" @default.
• W2152675384 title "Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge by Kenneth Bruffee: A Critical Study" @default.
• W2152675384 cites W2062802122 @default.
• W2152675384 cites W2150500632 @default.
• W2152675384 cites W229361934 @default.
• W2152675384 cites W2798249245 @default.
• W2152675384 cites W3150603623 @default.
• W2152675384 cites W611391337 @default.
• W2152675384 hasPublicationYear "2002" @default.
• W2152675384 type Work @default.
• W2152675384 sameAs 2152675384 @default.
• W2152675384 citedByCount "4" @default.
• W2152675384 countsByYear W21526753842016 @default.
• W2152675384 countsByYear W21526753842020 @default.
• W2152675384 crossrefType "journal-article" @default.
• W2152675384 hasAuthorship W2152675384A5064484593 @default.
• W2152675384 hasConcept C111472728 @default.
• W2152675384 hasConcept C138885662 @default.
• W2152675384 hasConcept C144024400 @default.
• W2152675384 hasConcept C144218379 @default.
• W2152675384 hasConcept C151730666 @default.
• W2152675384 hasConcept C185874996 @default.
• W2152675384 hasConcept C19417346 @default.
• W2152675384 hasConcept C199360897 @default.
• W2152675384 hasConcept C2779343474 @default.
• W2152675384 hasConcept C2780801425 @default.
• W2152675384 hasConcept C36289849 @default.
• W2152675384 hasConcept C41008148 @default.
• W2152675384 hasConcept C509535802 @default.
• W2152675384 hasConcept C86803240 @default.
• W2152675384 hasConceptScore W2152675384C111472728 @default.
• W2152675384 hasConceptScore W2152675384C138885662 @default.
• W2152675384 hasConceptScore W2152675384C144024400 @default.
• W2152675384 hasConceptScore W2152675384C144218379 @default.
• W2152675384 hasConceptScore W2152675384C151730666 @default.
• W2152675384 hasConceptScore W2152675384C185874996 @default.
• W2152675384 hasConceptScore W2152675384C19417346 @default.
• W2152675384 hasConceptScore W2152675384C199360897 @default.
• W2152675384 hasConceptScore W2152675384C2779343474 @default.
• W2152675384 hasConceptScore W2152675384C2780801425 @default.
• W2152675384 hasConceptScore W2152675384C36289849 @default.
• W2152675384 hasConceptScore W2152675384C41008148 @default.
• W2152675384 hasConceptScore W2152675384C509535802 @default.
• W2152675384 hasConceptScore W2152675384C86803240 @default.
• W2152675384 hasIssue "1" @default.
• W2152675384 hasLocation W21526753841 @default.
• W2152675384 hasOpenAccess W2152675384 @default.
• W2152675384 hasPrimaryLocation W21526753841 @default.
• W2152675384 hasRelatedWork W146105992 @default.
• W2152675384 hasRelatedWork W1786573968 @default.
• W2152675384 hasRelatedWork W2032149219 @default.
• W2152675384 hasRelatedWork W2055378923 @default.
• W2152675384 hasRelatedWork W2062759075 @default.
• W2152675384 hasRelatedWork W2122787871 @default.
• W2152675384 hasRelatedWork W2187114471 @default.
• W2152675384 hasRelatedWork W2227024923 @default.
• W2152675384 hasRelatedWork W223886130 @default.
• W2152675384 hasRelatedWork W2271106383 @default.
• W2152675384 hasRelatedWork W2321051932 @default.
• W2152675384 hasRelatedWork W2336967621 @default.
• W2152675384 hasRelatedWork W2517668875 @default.
• W2152675384 hasRelatedWork W2600606418 @default.
• W2152675384 hasRelatedWork W3094602880 @default.
• W2152675384 hasRelatedWork W3137362912 @default.
• W2152675384 hasRelatedWork W3164365287 @default.
• W2152675384 hasRelatedWork W370999902 @default.
• W2152675384 hasRelatedWork W2534484184 @default.
• W2152675384 hasRelatedWork W2587012483 @default.
• W2152675384 hasVolume "3" @default.
• W2152675384 isParatext "false" @default.
• W2152675384 isRetracted "false" @default.
• W2152675384 magId "2152675384" @default.
• W2152675384 workType "article" @default.