Cognition, complexity, and teacher education

Harvard Educational Review

Volumn 67, Issue 1, 1997, Pages 105-125

  Davis, Brent ^a   Sumara, Dennis J ^b  

^a UNIVERSITY OF BRITISH COLUMBIA   (Canada)

^b SIMON FRASER UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0031480980     PISSN: 00178055     EISSN: None     Source Type: Journal    
DOI: 10.17763/haer.67.1.160w00j113t78042     Document Type: Article

References (56)

1. Apple, M. (1993). Official knowledge: Democratic education in a conservative age. New York: Routledge.
2. Bakhtin, M. M. (1981). The dialogic imagination. Austin: University of Texas Press.
3. Barthes, R. (1974). S/Z. New York: Hill and Wang.
4. Bateson, G. (1979). Mind and nature: A necessary unity. New York: E. P. Dutton.
5. Bateson, G. (1987). Men are grass. In W. I. Thompson (Ed.), Gaia, a way of knowing (pp. 37-47). Hudson, NY: Lindisfarne.
6. Berry, W. (1977). The unsettling of America: Culture and agriculture. San Francisco: Sierra Club Books.
7. Borgmann, A. (1992). Crossing the postmodern divide. Chicago: University of Chicago Press.
8. Boyer, C. B., & Merzbach, U. C. (1991). A history of mathematics (2nd ed.). New York: John Wiley.
9. Britzman, D. (1991). Practice makes practice: A critical study of learning to teach. Albany: State University of New York Press.
10. Britzman, D. (1995). "The question of belief": Writing poststructural ethnography. Qualitative Studies in Education, 8, 229-238.
11. Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
12. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press.
13. Butler, J. (1993). Bodies that matter: On the discursive limits of "sex". New York: Routledge.
14. Capra, F. (1996). The web of life: A new scientific understanding of living systems. New York: Doubleday.
15. Caputo, J. (1987). Radical hermeneutics. Bloomington: Indiana University Press.
16. Casti, J. L. (1994). Complexification: Explaining a paradoxical world through the science of surprise. New York: HarperCollins.
17. Damasio, A. R. (1994). Descartes' error: Emotion, reason, and the human brain. New York: G. P. Putnam's Sons.
18. Davis, B. (1996). Teaching mathematics: Toward a sound alternative. New York: Garland.
19. Davis, B., Sumara, D. J., & Kieren, T. E. (1996). Cognition, co-emergence, curriculum. Journal of Curriculum Studies, 28, 151-169.
20. Derrida, J. (1992). Acts of literature. New York: Routledge.
21. de Lauretis, T. (1991). Queer theory: Lesbian and gay sexualities. Differences: A Journal of Feminist Cultural Studies, 3, iii-xviii.
22. Freud, S. (1961). Civilization and its discontents. New York: W. W. Norton. (Original work published 1930)
23. Gadamer, H.-G. (1990). Truth and method. New York: Continuum.
24. Giroux, H. (1988). Schooling and the struggle for public life. Minneapolis: University of Minnesota Press.
25. Grumet, M. (1988). Bitter milk: Women and teaching. Amherst: University of Massachusetts Press.
26. Grumet, M. (1991). Curriculum and the art of everyday life. In G. Willis & W. Schubert (Eds.), Reflections from the heart of educational inquiry: Understanding curriculum and teaching through the arts (pp. 74-89). Albany: State University of New York Press.
27. Haraway, D. J. (1991). Simians, cyborgs, and women: The reinvention of nature. New York: Routledge.
28. Heidegger, M. (1966). Being and time. New York: Harper & Row.
29. hooks, b. (1994). Teaching to transgress. New York: Routledge.
30. Kincheloe, J., & Steinberg, S. (1993). A tentative description of post-formal thinking: The critical confrontation with cognitive theory. Harvard Educational Review, 63, 296-320.
31. Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.
32. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
33. Longxi, Z. (1992). The Tao and the logos: Literary hermeneutics, East and West. London: Duke University Press.
34. Lovelock, J. (1979). Gata, a new look at life on earth. New York: Oxford University Press.
35. Lyotard, J.-F. (1984). The postmodern condition: A report on knowledge. Minneapolis: University of Minnesota Press.
36. MacKinnon, A. (in press). Teaching at the elbows. Teaching and Teacher Education, 13(1).
37. Maturana, H., & Varela, F. (1987). The tree of knowledge: The biological roots of human understanding. Boston: Shambhala.
38. McNeill, D., & Freiberger, P. (1994). Fuzzy logic: The revolutionary computer technology that is changing our world. New York: Simon & Schuster.
39. Merleau-Ponty, M. (1962). Phenomenology of perception. London: Routledge.
40. Pinar, W. F. (1994). Autobiography, politics, and sexuality: Essays in curriculum theory, 1972-1992. New York: Peter Lang.
41. Rorty, R. (1989). Contingency, irony, and solidarity. New York: Cambridge University Press.
42. Sacks, O. (1995). An anthropologist from Mars. New York: Alfred A. Knopf.
43. Sedgwick, E. K. (1990). Epistemology of the closet. Berkeley: University of California Press.
44. Silverman, H. (1994). Textualities: Between hermeneutics and deconstruction. New York: Routledge.
45. Smith, D. (1991). Hermeneutic inquiry: The hermeneutic imagination and the pedagogic text. In E. Short (Ed.), Forms of curriculum inquiry (pp. 187-209). Albany: State University of New York Press.
46. Sumara, D. J. (1996). Private readings in public: Schooling the literary imagination. New York: Peter Lang.
47. Suzuki, D. (1950). Living by Zen. London: Rider Books.
48. Taylor, C. (1991). The malaise of modernity. Concord, ON: Anansi.
49. Trinh, T. M. (1992). Framer framed. New York: Routledge.
50. Trungpa, C. (1991). Crazy wisdom. Boston: Shambhala.
51. Varela, F., & Coutinho, A. (1991). Second generation immune networks. Immunology Today, 12, 159-166.
52. Varela, F., Thompson, E., & Rosch, E. (1991). The embodied mind: Cognitive science and human experience. Cambridge, MA: MIT Press.
53. von Glasersfeld, E. (1990). An exposition of constructivism: Why some like it radical. In R. B. Davis, C. A. Maher, & N. Noddings (Eds.), Constructivist views on the teaching and learning of mathematics (pp. 19-30). Reston, VA: National Council of Teachers of Mathematics.
54. Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.
55. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
56. Waldrop, M. M. (1992). Complexity: The emerging science at the edge of order and chaos. New York: Simon & Schuster.