Texts:Reflect/Overview: Difference between revisions
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<h3><i>Appreciations</i> is not . . . .</h3> | <h3><i>Appreciations</i> is not . . . .</h3> | ||
* a work of scholarship. I draw on many original sources and scholarly commentaries as I have encountered them over a 70-year span of work. I do not aim to communicate the current, authoritative state of knowledge for what I write about. Instead, I seek to present the exemplarity of those matters, as I've experienced it. Of course, I believe that <i>cultural knowledge</i> has great human value, but I think advancing and acquiring knowledge has garnered excessive esteem in contemporary educational thought and practice | * . . . a work of scholarship. I draw on many original sources and scholarly commentaries as I have encountered them over a 70-year span of work. I do not aim to communicate the current, authoritative state of knowledge for what I write about. Instead, I seek to present the exemplarity of those matters, as I've experienced it. Of course, I believe that <i>cultural knowledge</i> has great human value, but I think advancing and acquiring knowledge has garnered excessive esteem in contemporary educational thought and practice. "Nothing too much!" asserts more than a spoiled-sport admonition. Where limits are actual, too much of this means too little of that; too much knowledge acquisition combined with poorly formed judgment proves dangerous for persons and for polities. | ||
Latest revision as of 13:52, 24 April 2025
Apps
- My user page
- Notes to myself
- Draft book proposal to Princeton University Press
- Forms for page setup
- Links to apps go here
Introductory Overview to Appreciations
April Fool's Day, 2025, I came to see clearly why I might write a memoir reflecting on my life experiences. I'd been ambivalent, not prominent enough to sense a public call to memorialize my life, but feeling that I still had a lot to say and that a memoir might be a good way to say it. p.
Appreciations is not . . . .
- . . . a work of scholarship. I draw on many original sources and scholarly commentaries as I have encountered them over a 70-year span of work. I do not aim to communicate the current, authoritative state of knowledge for what I write about. Instead, I seek to present the exemplarity of those matters, as I've experienced it. Of course, I believe that cultural knowledge has great human value, but I think advancing and acquiring knowledge has garnered excessive esteem in contemporary educational thought and practice. "Nothing too much!" asserts more than a spoiled-sport admonition. Where limits are actual, too much of this means too little of that; too much knowledge acquisition combined with poorly formed judgment proves dangerous for persons and for polities.