Table of contents
Acknowledgements9
Part One: Preamble, Theory, and Analysis11
1. Preamble: Defining the Problem13
i. The Context of Research14
ii. The Reappraisal of Predecessors16
iii. Indication18
2. Theory20
a. The Comparison21
i. The Behavioristic Approach21
ii. The Humanistic-Psychological Approach25
iii. The Cultural-Historical Approach29
iv. Summing up, I surmise that …34
3. Levels of Analysis and of Generic Idiograms36
a. A Denotive Variant of the Interpretative Paradigm36
i. Assuming37
ii. Practice39
b. Descriptive/Interpretative48
c. The Development58
Part Two: The Genetic Text61
Forms and Beginnings: Introduction to the Genetic Text63
a. The Presentation of the ‘Context of Teaching’63
b. What Brought Me to Write These Eassays66
Interface One70
1. ‘I’ Culture, Violence, and Education71
a. ‘I’71
b. Culture76
c. Violence80
d. Education87
e. The Consequences of This Reflection92
Interface Two94
2. Student: What Did You Learn/What Can You Learn95
a. A Simulated Interview96
b. The Analyis101
c. Which Body of Knowledge106
d. Reqirements Banished, Electives Trumpeted112
e. The Last Word114
Interface Three115
3. The Knowledge Machine117
a. The Metaphor117
b. The ‘World’ Takes Over120
c. The Factory126
Interface Four134
4. The Sons of Roland Barthes138
a. Method: Doxa/Para-dox138
b. Bathmology142
c. In the Mirror the Name of the Father149
d. The Teacher162
Interface Five167
5. Orphans and Origins: Jean Paul Dollé169
a. Intellectual Friendship170
b. Demeurer172
c. Famille and Patrie177
d. Metaphysics182
e. Assessments187
Interface Six191
6. Teaching192
a. Intersubjectivity192
b. Introsubjective198
c. Cultural Event204
i. The Dialogue205
ii. The Literature210
iii. Dominant Intellectual Trends215
Part Three: Discussion and Evaluation227
1. Discussion and Evaluation229
a. Immediacy: la parole and ‘meaning’231
b. Formative Evaluation: Knowledge is Social235
c. Summing Up and Further240
Notes245
Bibliography253
Summary in Dutch: Samenvatting265
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