Revision as of 13:45, 18 November 2010 by Matt
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- This page, located in the commons, is the conceptual pathway page for Reviews on StudyPlace. For an alphabetical list of active reviews, consult the Reviews category.
Here is an opportunity for a new, peer-produced review of all forms of creative work — books, plays, films, exhibits, the plastic arts, architecture, music, games, . . . whatever has educative power.
- What works — from the classic to the current — would you recommend as especially valuable for someone wanting to think about what educates?
- In your judgment, what has had exemplary power to educate? How does your recommendation educate, or miseducate?
- What is its special educative power that sets it apart from similar works? When does that power loose its force?
- For whom might it be particularly educative?
- How might it lead one astray?
- Will its educative power endure or is it a passing accident, relevant to only the special circumstances of the present?
- Review in the journals: Brief notices on important journal articles, indicating a little about why those interested in what educates would find the article to be valuable.
- Books: How well do books educate? How do they educate and miseducate? Have you engaged a recent book that has the power to change you and other readers? If so, tell us about it. Explain its power and show its limits. Are books becoming less likely to change their readers in an era in which publishers market their wares as commodities to known audiences? Is there pedagogical power in surprising failures and unexpected successes, and what with respect to the book, as educator, is a failure or a success? Let us develop an educative criticism, not necessarily of books about education, but of books that are especially educative, or especially deficient in that power.
- Music: Does recorded music have a value as educator? If so what value? Under what conditions? How does it work?
- Symposia: On reports, lectures, and occasions
- Places: How do places maintain their character and culture despite their many changes — demographic, architectural, economic, even social? How do people use urban interaction to disclose their possibilities?
- Movies: Can we learn anything about what educates from films? If so, what? If not, why? Are there categories for thinking about the film as educator — Self-formation • Childhood • Mentoring • Road films • Extreme situations • Teachers & schools • More . . . ?
- TV, Recordings, Video, Games: Does what entertains differ from what educates?
- How do you think a TV series such as 24 affects the civic polity, if at all?