Establishing the Educational Relevance of Spiritual Development Through Critical Historiography
Foreword by Shirley Steinberg
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Once an event, an utterance, a flutter of a bird’s wing happens…. It’s gone.
As the avatars modernist education molds us to be, we’ve been schooled to be consumers and proclaimers of history, philosophy, culture, and truth. Some of the education we were programed with is pretty good. And we become moderately educated individuals. In fact, we become professors, scholars, recorders, and writers of more history, philosophy, culture, and truth. I contend that while many of us are often taught “critical” thinking, inventive ways to think deeper, sometimes even to deconstruct, our learning (how we are educated) skirts the surface. I don’t know what type of statistic I would need to triangulate my observation, but I’d be glad to wager my first born (with his agreement, of course) that the notion of informed research fails to investigate the etymology, the essence, the historiographical essence of an event, an utterance, nor a flutter of a bird’s wing. We are often historiographically ignorant, spiritually devoid of the depth to which any incident, consequence, or breath takes place. Indeed, it is the interrogation of taking place which historiography interrogates…taking place—the occurrence, and investigating how the taking place came to be, and…asking: Who recorded it? Why was it recorded? How was it recorded? What is the relevance? What structures were in place to enact the recording (Kincheloe, 1991)?
Audrey Lingley’s uniquely crafted volume, Interrogating (Hi)stories: Establishing the Educational Relevance of...
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