Discontinuity in Learning

Argues for the educational value of discontinuous experiences such as doubt and struggle, based on fresh readings of John Dewey and J. F. Herbart.

Prologue. Why Herbart and Dewey?; Part I. Education, Discontinuity, and Transformation: 1. The moral dimension of education; 2. The problem of continuity, the need for struggle, the role of tact; 3. Discontinuity and educational openings in learning; 4. Teaching in the openings of learning; 5. Conclusion: morality, democracy, and pluralist society; Part II. Teaching and Learning Forgotten?: 6. Revisiting 'learning in-between' and umlernen; 7. Pedagogical tact: learning to teach 'in-between'; 8. Perfectibility and recognition of the other for education; Epilogue. Should teachers think? Re(dis)covering the meaning of philosophy for the education of teachers.