At Home in the World: Human Nature, Ecological Thought, and Education after DarwinChallenging conventional understanding of humans as selfish and competitive at their core, At Home in the World asserts that we have evolved as a profoundly social species, biologically related to the rest of the natural world, and at home on the only planet for which we are adapted to live. Eilon Schwartz traces the history of Darwinism, examining attempts of the nineteenth and twentieth centuries to apply Darwin's theories to educational philosophy and analyzing trends since the reemergence of Darwinism toward the end of the twentieth century. Identifying with the Darwinian interpretations of Peter Kropotkin, John Dewey, and Mary Midgley, Schwartz argues for a compelling educational philosophy rooted in our best scientific understandings of human nature. |
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... ends in itself, but rather a necessary although not sufficient condition for having descendents. Longevity is only important insofar as allowing a long enough lifetime to have offspring, in order to pass one's charac- teristics down and ...
... ends in itself, but rather a necessary although not sufficient condition for having descendents. Longevity is only important insofar as allowing a long enough lifetime to have offspring, in order to pass one's charac- teristics down and ...
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Contents
| 1 | |
Applying Evolutionary Theory to Educational Philosophy in the Nineteenth Century | 25 |
3 Deweys Darwinism Human Nature and the Interdependence of Life | 59 |
4 Mary Midgley and the Ecological Telos | 85 |
5 A Darwinian Education | 129 |
Notes | 167 |
Index | 207 |
Other editions - View all
At Home in the World: Human Nature, Ecological Thought, and Education after ... Eilon Schwartz No preview available - 2009 |
At Home in the World: Human Nature, Ecological Thought, and Education After ... Eilon Schwartz No preview available - 2009 |
At Home in the World: Human Nature, Ecological Thought, and Education after ... Eilon Schwartz No preview available - 2010 |
Common terms and phrases
actions aims allows animals argument Aristotelian Aristotle Beast behavior believed biological central claims competition conflicting connected context cooperation critical culture curriculum Darwin Darwin’s theory Dawkins Dewey’s E. O. Wilson educa educational philosophy emerges emotions ends Evolution and Ethics example facts feelings growth habits Herbert Spencer his/her human nature human society Huxley Huxley’s Ibid idea implications individual innate human nature innate nature interaction John Dewey knowledge Kropotkin larger learning life’s live Mary Midgley meaning Midgley argues Midgley’s moral mutual aid natural selection natural world Nature and Conduct nature's laws needs notion one’s Origin of Species progress rationalist rationality reason rejects role scientific selfish shaped Social Darwinism Social Darwinist social instincts social species Spencer Stephen Jay Gould strategy structure struggle suggests survival sympathy T. H. Huxley teaches teleological telos tion tradition ultimately understanding University Press values view of human whole women worldview York