Poetic Knowledge: The Recovery of Education MOBI ð



10 thoughts on “Poetic Knowledge: The Recovery of Education

  1. M.G. Bianco M.G. Bianco says:

    Let me describe first what this book is about The title can be distracting if we aren t used to certain philosophical terms This is not a book about poetry, although it is It is not about knowledge, although it is Poetic knowledge describes a certain kind of knowledge distinct from scientific knowledge Scientific knowledge is what we are most familiar with an analytical study of a subject, a rational knowledge about a subject It is knowing a horse because you ve memorized information and Let me describe first what this book is about The title can be distracting if we aren t used to certain philosophical terms This is not a book about poetry, although it is It is not about knowledge, although it is Poetic knowledge describes a certain kind of knowledge distinct from scientific knowledge Scientific knowledge is what we are most familiar with an analytical study of a subject, a rational knowledge about a subject It is knowing a horse because you ve memorized information and facts about it.Poetic knowledge is much different It is the knowledge you have of a thing vicariously, sympathetically, through experience, relation, and love It is knowing a horse because you ve lived among them, having experienced horses and their lives and can love and sympathize with them Poetic knowledge is a passive learning, that you receive through the senses and understand with the emotions, memory, and imagination But these emotions namely, wonder is no sugary sentimentality, but, rather, a mighty passion, a species of fear, an awful confrontation of the mystery of things, as Taylor quotes on page 159 Fear, of course, and especially the fear of God is the beginning of wisdom.In this book, James Taylor takes us through the history of poetic knowledge from the Greeks with Homer through Socrates, Plato, Aristotle, and on to Christian thinkers with Augustine, Aquinas, Maritain He walks through a validation of poetic knowledge as a means of knowing and educating, to its historical roots, to a deeper understanding of what it is Then, he changes gears and walks us through the legacy of Descartes and the destructive forces he and Dewey brought upon poetic learning in education After a discussion of its demise, he reintroduces the reader to men who have practiced and implemented poetic learning in schools after Descartes and Dewey Specifically, he takes us to a short lived school in France in the 20th Century and another short lived program at the University of Kansas, also in the 20th Century He concludes with ideas on how to recover poetic education today and some images and descriptions of what it might look like in a school today.I must admit this book has had a huge impact on me I am thoroughly persuaded by Taylor s presentation and arguments I also find that I am wanting to readalong these lines This book is the cause of my reading Josef Pieper s Leisure The Basis of Culture, and is now the reason I am turning to Dicken s Hard Times It is also the reason I will be buying poetry collections of Wordsworth.If you are involved in education in any way, this book is a must read


  2. Anna Anna says:

    there can be no real advancement in knowledge unless it first begin in leisure and wonder, where the controlling motive throughout remains to be delight and love Not good grades or colleges, or prestige, or a well paying job, but love.So many connections to Charlotte Mason, especially her three tools of atmosphere, discipline, and life and also to other books I ve read like Pieper s Leisure the Basis of Culture which he quotes and Lewis The Four Loves Taylor discusses teaching and fri there can be no real advancement in knowledge unless it first begin in leisure and wonder, where the controlling motive throughout remains to be delight and love Not good grades or colleges, or prestige, or a well paying job, but love.So many connections to Charlotte Mason, especially her three tools of atmosphere, discipline, and life and also to other books I ve read like Pieper s Leisure the Basis of Culture which he quotes and Lewis The Four Loves Taylor discusses teaching and friendship Now I m thinking through how we are seeking poetic knowledge already in our homeschool, and how we can do that better


  3. Debbie Debbie says:

    My husband and I had the opportunity to meet Dr Taylor and take him to dinner several years ago 1998 or 1999 when he was in Denver for a Catholic homeschooling conference We had a marvelous evening and learned so much from this man, who attended the Integrated Humanities Program at the University of Kansas which was a hotbed for Catholic conversions and making monks dozens at Clear Creek Monastery in Oklahoma and the Abbey of Fontgombault in France , priests Fr James Jackson, FSSP and bi My husband and I had the opportunity to meet Dr Taylor and take him to dinner several years ago 1998 or 1999 when he was in Denver for a Catholic homeschooling conference We had a marvelous evening and learned so much from this man, who attended the Integrated Humanities Program at the University of Kansas which was a hotbed for Catholic conversions and making monks dozens at Clear Creek Monastery in Oklahoma and the Abbey of Fontgombault in France , priests Fr James Jackson, FSSP and bishops e.g Bishops Conley of Denver and Coakley of Salina, KS Dr Taylor discusses the ideas of poetic knowledge as things we know with the core of our being, as opposed to things we learn by rote For example, we know the smell in the air after a rain, or after the lawn has been cut Okay, so that s MY analogy, which is pretty poorI read this book many years ago We are physical as well as spiritual beings and we need to learn with our whole beings, not just with our brains Dr Taylor s book is a wonderful complement to the Charlotte Mason approach to education as well as the Montessori approach as taught by Maria Montessori and not by the dozens of New Agey schools that have sprouted up everywhere using her surname.Not as delightful as sharing a bottle of wine with Dr Taylor, this book may be the next best thing


  4. Jesse Jesse says:

    I just finished this book today and was thoroughly impressed throughout The author is clear and concise and he cites all the right people Augustine, Benedict, Aquinas, and Newman It is a great look at education and the poetic mode of learning and teaching Something long forgotten even in Christian School circles, and perhaps even in Classical circles too The last two chapters are the best he applies the principles from earlier in the book to a real school that was around in the 1970s In t I just finished this book today and was thoroughly impressed throughout The author is clear and concise and he cites all the right people Augustine, Benedict, Aquinas, and Newman It is a great look at education and the poetic mode of learning and teaching Something long forgotten even in Christian School circles, and perhaps even in Classical circles too The last two chapters are the best he applies the principles from earlier in the book to a real school that was around in the 1970s In the last chapter he applies poetic mode of knowledge to current schools and puts the challenge to educators to step up and thinkthoroughly about how learning is something that is done through the whole person Two quick points First, the best school is one founded on friendship among the teachers The mutual understanding of the Lord as the foundation in which there is all truth and the teachers mutual enjoyment of discussing this profound mystery with each other is a force to be reckoned with in any school Second, the teachers need to know that every little part of the school is training and teaching the student Taylor talks about how the lighting and the heating in a room will train students about the world because they are experiencing it directly This is something that their are learning through their senses which will translate to all sorts of other subjects He also mentions how Call of the Wild is a great piece of literature which touches on Math, Science, History, and Theology With just one book, he jumps to all of these subjects because they all add something to the experience of reading the book This is a must read for every teacher Buy it, borrow it, beg for it, just get it


  5. James Nance James Nance says:

    What follows is my summary of this book The poetic mode of learning is a sensory emotional experience of reality, a spontaneous act of the senses with the intellect, getting the learner inside of the object of experience It occurs in a setting of leisure, initiated in wonder and leading to a love of reality It was the traditional mode of learning among the ancients and medievals, but was largely discarded and replaced by the analytical scientific mode by Descartes, Dewey, and other modern edu What follows is my summary of this book The poetic mode of learning is a sensory emotional experience of reality, a spontaneous act of the senses with the intellect, getting the learner inside of the object of experience It occurs in a setting of leisure, initiated in wonder and leading to a love of reality It was the traditional mode of learning among the ancients and medievals, but was largely discarded and replaced by the analytical scientific mode by Descartes, Dewey, and other modern educators It was revived briefly in Maslacq, France in the 1940s, and in the Integrated Humanities Program at the University of Kansas in the 1970s and 80s


  6. Dale Dale says:

    This is an excellent book, and quite challenging compared to what I had been taught for many years Five high school teachers spent six weeks reading through and discussing it The author did a great job of showing historically how we have arrived at Cartesian learning in the West He did less of a good job showing what the alternative would look like I had concerns as I read through the book He says on page 131 that St Thomas Aquinas and Aristotle were omitted from the 2 year college course This is an excellent book, and quite challenging compared to what I had been taught for many years Five high school teachers spent six weeks reading through and discussing it The author did a great job of showing historically how we have arrived at Cartesian learning in the West He did less of a good job showing what the alternative would look like I had concerns as I read through the book He says on page 131 that St Thomas Aquinas and Aristotle were omitted from the 2 year college course because they could not be studied in the poetic mode It seems that if the pedagogy cannot adequately deal with all types of literature, then it is not sufficient The author admits page 160 that Aquinas himself says that poetic knowledge is defective That may be reason alone to avoid Aquinas in the poetic mode It would have been nice to see details about how the Integrated Humanities Program at the University of Kentucky actually worked


  7. Sean Sean says:

    Without over simplifying one of life s most complicated phenomena, Taylor boils down education at least, successful, meaningful education as the excitement of the soul unto love He prefaces this central discussion with a thorough survey of philosophical treatment of knowledge and imagination from Plato to Aristotle, Augustine, Benedict, Aquinas and through to modern thinkers like Maritain and Pieper including a decent treatment of the Cartesian legacy And while that first section may be Without over simplifying one of life s most complicated phenomena, Taylor boils down education at least, successful, meaningful education as the excitement of the soul unto love He prefaces this central discussion with a thorough survey of philosophical treatment of knowledge and imagination from Plato to Aristotle, Augustine, Benedict, Aquinas and through to modern thinkers like Maritain and Pieper including a decent treatment of the Cartesian legacy And while that first section may be over the head of some popular audiences, anyone who has had a special teacher shape or inspire them will understand what Taylor is really getting at in this book and, I think, be encouraged as they then attempt to shape and inspire their own students Taylor retains a little too much Platonism for my taste, but I think that s mostly a result of his training and a laudable respect for his own former instructors and in the end, his Aristotelianism still wins the day in spite of himself


  8. Brad Belschner Brad Belschner says:

    Pretty good book Poetic doesn t mean poems it means actually doing stuff physically I think the author gets too bogged down on philosophy in the middle of the book which is ironic , but the last third gets practical again This book is basically an introduction to the concept, so don t expect any detailed guidelines here Personally, that s what I d like to hearabout Details thorough descriptions of what poetic education might look like.


  9. Katy Cruel Katy Cruel says:

    In the words of Ruth This one is a game changer


  10. Rosie Gearhart Rosie Gearhart says:

    Learning in the poetic mode is not about studying but about doing, participating It is pre scientific, for the beginner, not the specialist, so the specialist, if he was never allowed to play there first, must go back to it in order that he may know his subject at a deeper,intuitive level It is about connection with reality through the senses, both internal and external It is a form of knowledge, it is intellectual, but it includes the emotions It values the whole, living thing, not th Learning in the poetic mode is not about studying but about doing, participating It is pre scientific, for the beginner, not the specialist, so the specialist, if he was never allowed to play there first, must go back to it in order that he may know his subject at a deeper,intuitive level It is about connection with reality through the senses, both internal and external It is a form of knowledge, it is intellectual, but it includes the emotions It values the whole, living thing, not the dead parts It is about concrete experiences with reality either in actuality or vicariously through some medium.It is your little girl watching a frog in your backyard pond, not dissecting it to learn it s parts It is your teenager understanding intuitively about a lever because he played on a see saw for hours in his childhood or used a pitchfork to move hay on your farm It is knowing the nature and the essence of a horse because you spend countless hours with them, not memorizing it s anatomy.Poetic knowledge is learning a language by speaking it, not by picking apart every word in the sentence, parsing and diagramming It is feeling music inside you, dancing to it, singing, understanding tempo and pitch because it s a part of you, not memorizing sharps and flats and chords and scales It is living the life of a historical figure vicariously through a high quality, engaging book.It s why our kids should spend loads of time outdoors in nature, playing in trees, on swings, with building materials, watching living things, staring at the night sky It s why our kids should listen to, dance to, and sing all types of music, hear poetry daily, create their own works of art in imitation of what they ve experienced, play pretend, and generally have the liberty to just BE in the real world Poetic knowledge seems to be the key to motivation because it is about what is REAL and we are all desperate for reality Connection and wonder are the driving forces Love is the anchor Poetic knowledge synthesizes, brings together, integrates It looks at the whole, the essence, the nature This type of knowledge was considered completely valid in the ancient and medieval world, but has lost its validity in the modern mind, replaced by the rigidity of the scientific method which has laid claim to be the king of all forms of knowledge What an excellent book I would put it up there with Norms and Nobility by Hicks and A Philosophy of Education by Mason as the triad of top educational philosophy books I ve read With Consider This by Glass as a close runner up.It was a hard slog at the beginning, but once he got to Descartes it really started picking up speed and the last couple chapters were a breeze I do wish he would have givenconcrete examples at the beginning of the book instead of the end in order to ground the abstraction That seems like it would have beenin line with the thesis of the book Highly recommended for all educators, those interested in epistemology, or anyone dissatisfied with the reductionistic mindset we re all swimming in It s an eye opening book, and I ll be thinking about the ideas for a very long time Some favorite quotes This position of poetic knowledge has no quarrel with the realm of the expert the opera star or the physician but it does hold that there is a proper order of knowledge beginning with the poetic without the observance of this order, one can produce pianists who can perfectly play the notes of the great composers without playing the music, and doctors who treat diseases but not the whole person who is ill Of course, there is real effort required at some point in learning, and often great effort is required to learn something well But this is a situation that arises after the experience of wonder if it arises at all and the exertion for this kind of learning is usually in the student on the way to becoming a specialist or expert And, even in the case of the specialist, the true scientist for example, there would always be the memory of the original love of the thing about which he first wondered A large problem with Descartes s Discourse is that not everything is known clearly and distinctly as the Method exclusively calls for As a matter of fact, there are different kinds of certainty one, for example, in ethics, another in mathematics Even with the most rigorous application of deductive reasoning, certain subjects of human inquiry do not admit to the same degree of certitude To know that 2 2 4, indubitably, is not the same kind of knowledge as in knowing that a definition of justice is giving to each his due nor is either one of these like the certainty I have that someone loves me To demand that each field of inquiry, that all knowledge, yield a high degree of demonstrative certainty is, finally, unreasonable The subject object of study, of course, is the determinate factor, and only mathematics, as Descartes holds, is capable of demonstrative certainty whereas common experience allows for much that is the result of probable reasoning Sooner or later, it is all reduced to facts This modern, reductionistic approach bypasses the contemplative nature of knowledge, leaving the student disconnected from his nature and the nature out there Alone, though armed with Facts, such a student is likely to become arrogant with a sense of dominance over nature when the universe is seenandas an obstacle and problem to be conquered instead of a companion reality to be learned from Lecture appeals mainly to the intellect and evenso, to the extent lecture is prepared and planned, relies less and less on the intuitive connections within the memory of the speaker In the end, lecture of this kind eliminates the surprise and delight in learning The analogy of a traditional jazz band, improvising on a familiar theme, was used by the professors at the Integrated Humanities Program to describe their spontaneous conversations Basically, then, scientific education explains critical education dissects poetic education, by way of the integrated senses, experiences Therefore, the position of the teachers of the IHP was that in the order of knowledge, experience comes first, but experience of two kinds, direct and imaginatively participatory Because Dewey and theempirically minded educators denied or ignored the metaphysical and transcendental dimension of the senses and emotions, only actual experience of things for them brought knowledge, and even this had to be a direct experience that involved manipulating the environment in some way to wrench knowledge from it But both direct and vicarious experience are poetic under the philosophy of IHP, insofar as they remain uncritical and content to begin to learn in wise passiveness When a sentence is broken into its parts for the purpose of learning how to read and write, a child may become a whiz at identifying nouns, verbs, and adjectives, but the integrity of the language as that living thing capable of communicating living ideas is violated Scientific grammar is studied, if at all, at the end of years of exposure to the literature of one s tradition Historically important dates and names are not only necessary to know when learning history, but for students these can also be enjoyable, if those precise things are left embedded in the stories of history Textbooks of history should be avoided, for these are far too abstract for young minds, books about books, usually, that merely summarize events When a flower is taken apart and examined as pistil, stamen, stem, and petals, each part is seen exactly and a certain curiosity is indeed satisfied however, curiosity is not wonder, the former being the itch to take apart, the latter to gaze on things as they are Curiosity belongs to the scientific impulse and would strive to dominate nature whereas, wonder is poetic and is content to view things in their wholeness and full context, to pretty much leave them alone Stated as simply as possible, science sees knowledge as power poetic knowledge is admiratio, love In other words, take the students outside, regularly, and turn even a backyard into a laboratory of the open fields Once again, textbooks at this level are a burden, they get between the student and the things of admiration Let them make their own notes and pictures, poems and stories, about what they have seen Biology is the observation of living things, not dead things For the desire of the real to rise up, there must be something real to arouse it, and gadgets, computers, and gimmicks used to hold attention, all taking place in classroom environments technologically insulated from reality, are simply parts of the generally unlovable atmosphere of modern education unlovable because they are all efficiency, utility, and no longer beautiful


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Poetic Knowledge: The Recovery of Education [PDF / Epub] ☃ Poetic Knowledge: The Recovery of Education By James S. Taylor – Buyprobolan50.co.uk This book rediscovers a traditional mode of knowledge that remains viable today Contrasted to the academic and cultural fads often based on the scientific methodology of the Cartesian legacy, or any n The Recovery Epub á This book rediscovers a traditional mode of knowledge that remains viable today Poetic Knowledge: MOBI :º Contrasted to the academic and cultural fads often based on the scientific methodology Knowledge: The Recovery Epub ß of the Cartesian legacy, or any number of trendy experiments in education, Poetic Knowledge returns to the freshness and importance of first knowledge, a knowledge of the senses and the passions Poetic knowledge is not the knowledge of poetry, nor is it even knowledge in the sense that we often think of today, that is, the mastery of scientific, technological, or business information Rather, it is an intuitive, obscure, mysterious way of knowing reality, not always able to account for itself, but absolutely essential if one is ever to advance properly to the higher degrees of certainty From Socrates to the Middle Ages, and even into the twentieth century, the case for poetic knowledge is revealed with the care of philosophical archeology Taylor demonstrates the effectiveness of the poetic mode of education through his own observations as a teacher, and two experimental poetic schools in the twentieth century.