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.
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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.
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New. Trade paperback (US). Glued binding. 220 p. Contains: Unspecified. In Stock. 100% Money Back Guarantee. Brand New, Perfect Condition, allow 4-14 business days for standard shipping. To Alaska, Hawaii, U.S. protectorate, P.O. box, and APO/FPO addresses allow 4-28 business days for Standard shipping. No expedited shipping. All orders placed with expedited shipping will be cancelled. Over 3, 000, 000 happy customers.
Choose your shipping method in Checkout. Costs may vary based on destination.
Seller's Description:
New. Trade paperback (US). Glued binding. 220 p. Contains: Unspecified. In Stock. 100% Money Back Guarantee. Brand New, Perfect Condition, allow 4-14 business days for standard shipping. To Alaska, Hawaii, U.S. protectorate, P.O. box, and APO/FPO addresses allow 4-28 business days for Standard shipping. No expedited shipping. All orders placed with expedited shipping will be cancelled. Over 3, 000, 000 happy customers.
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New. James Taylor describes his work as nothing new or revolutionary, but rather an effort of ''philosophical archeology, '' an ''attempt to resuscitate a nearly forgotten mode of knowledge. '' This ''poetic knowledge'' (so-called by St. Thomas Aquinas) has little to do with our modern connotations of either word. Rather, it is a mode of being which hearkens back to classical and medieval times, a ''spontaneous act of the external and internal senses with the intellect, integrated and whole, rather than an act associated with the powers of analytic reasoning. '' A knowledge from the inside out, rather than a mere knowing about. From this sort of organic understanding, explains Taylor, the objects and art of a culture naturally emerge--a celebration of the ordinary as wonderful. After tracing the history of poetic knowledge (quite frankly, so that the reader can begin his own education on the matter) through Plato, Aristotle, Aquinas, Benedict and the beginning of its demise with Decartes, Taylor documents modern voices for this type of education including the Maslacq school begun by Andr Charlier in France (mid-1940s) as well as a two-year Integrated Humanities Program at the University of Kansas (mid-1970s). His study is a fascinating look at what has been, and what might be again, retrieved by reintegrating intellectual understanding with natural craft and trade. As Andr Charlier once commented when asked about his school, ''It is a thing of which I would be incapable to explain, because I don't know what I made there...We were a handful of friends--students and professors--who were open to one another and to the taste of the truth. ''
