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Acknowledgments | ||
Preface | ||
Pt. I | Rethinking the Foundations of Modernism | 1 |
1 | Cultural Literacy in Developed Countries | 3 |
2 | Curriculum as Cultural Reproduction: An Examination of Metaphor as a Carrier of Ideology | 14 |
3 | Linguistic Roots of Cultural Invasion in Paulo Freire's Pedagogy | 34 |
4 | The Dialectic of Nihilism and the State: Implications for an Emancipatory Theory of Education | 53 |
Pt. II | Cultural Mediating Characteristics of Educational Computing | 65 |
5 | Teaching a Nineteenth-Century Pattern of Thinking through a Twentieth-Century Machine | 67 |
6 | How Computers Contribute to the Ecological Crisis | 76 |
7 | Ideology, Educational Computing, and the Moral Poverty of the Information Age | 82 |
Pt. III | Recovering the Ecological Imperative in Educational and Social Thought | 99 |
8 | A Batesonian Perspective on Education and the Bonds of Language: Cultural Literacy in the Technological Age | 103 |
9 | Implications of Gregory Bateson's Ideas for a Semiotic of Art Education | 123 |
10 | The Anthropocentric Foundations of Educational Liberalism: Some Critical Concerns | 134 |
11 | Contingency, Irony, and the Ecological Crisis: The Reactionary Nature of Richard Rorty's Liberalism | 147 |
12 | Cultural Diversity and the Ecological Crisis: Addressing the Double Binds in Teacher Education | 163 |
13 | Toward a Deep Cultural Approach to Environmental Education: What Urban Teachers Can Learn from Traditional Cultures | 179 |
Selected Books and Articles by the Author | 205 | |
References | 207 | |
Index | 213 | |
About the Author | 221 |
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