Table of Contents

Table of Contents FOREWORD William E. Doll, Louisiana State University PREFACE David W. Jardine CHAPTER ONE Introduction: An Interpretive Reading of Back To the Basics David W. Jardine, Patricia Clifford and Sharon Friesen CHAPTER TWO: A Curious Plan: Managing on the Twelfth Patricia Clifford & Sharon Friesen CHAPTER THREE: Cleaving with Affection: On Grain Elevators and the Cultivation of Memory David W. Jardine, Michelle Bastock, Jennifer George & Judy Martin CHAPTER FOUR: Children’s Literacy, the Biblia Pauperum and the Wiles of Images Michelle Bastock & David W. Jardine CHAPTER FIVE: Whatever happens to him happens to us: Reading Coyote Reading the World Patricia Clifford, Sharon Friesen and David W. Jardine CHAPTER SIX: The Transgressive Energy of Mythic Wives and Wilful Children: Old Stories for New Times Patricia Clifford and Sharon Friesen CHAPTER SEVEN: Landscapes of loss: On the Original Difficulties of Reading Patricia Clifford and Sharon Friesen CHAPTER EIGHT: Because it Shows us the Way at Night: On Animism, Writing and the Re-Animation of Piagetian Theory David W. Jardine CHAPTER NINE: Meditations on community, memory and the intergenerational Character of mathematical truth Sharon Friesen, Patricia Clifford & David W. Jardine CHAPTER TEN: A play on the wickedness of undone sums, including a brief mytho-phenomenology of x and some speculations on the effects of its peculiar absence in elementary mathematics education David W. Jardine and Sharon Friesen CHAPTER ELEVEN: Math: Teaching it better Sharon Friesen CHAPTER TWELVE: The stubborn particulars of grace. David W. Jardine CHAPTER THIRTEEN: Birding lessons and the Teachings of Cicadas David W. Jardine CHAPTER FOURTEEN: The Surroundings David W. Jardine CHAPTER FIFTEEN: In these shoes is the silent call of the earth: Meditations on Curriculum integration, conceptual violence and the ecologies of community and place. David W. Jardine, Annette LaGrange and Beth Everest CHAPTER SIXTEEN: American Dippers and Alberta winter strawberries David W. Jardine CHAPTER SEVENTEEN: All beings are your ancestors: A bear Sutra on ecology, Buddhism and Pedagogy David W. Jardine CHAPTER EIGHTEEN: Some say the Present Age is not the Time for Meditation: Thoughts on Things left Unsaid in Contemporary Invocations of Traditional Learning Rahat Naqvi and David Jardine CHAPTER NINETEEN: The Profession Needs New Blood David W. Jardine CHAPTER TWENTY: Scenes from Calypso’s Cave: On Globalization and the Pedagogical Prospects of the Gift David W. Jardine, Patricia Clifford & Sharon Friesen CHAPTER TWENTY ONE: On the while of things David W. Jardine

About the Author

David W. Jardine, University of Calgary, Canada





Patricia Clifford, Galileo Educational Network Association, Canada


Sharon Friesen, Galileo Educational Network Association and University of Calgary, Canada

Reviews

"This book is, by any standard, amazing. It plays, in a wonderfully hermeneutic manner, with common themes in an uncommon way…. As one wanders through the book (this is a book to journey in) one questions not only the basics but many educational slogans and shibboleths. One does indeed re-imagine the whole concept of schooling and the potential power that exists in a classroom filled with the fullness and richness of creative experience…. This is in many ways an inspiring book – a what-can-be book– but more than that, it is a book which asks the reader to deal with ‘hard questions,’ ones which probe the meaning of life. To read this book is to be transformed. I invite all readers to partake of that journey."
William E. Doll, Louisiana State University, From the Foreword "Jardine, Clifford and Friesen juxtapose the concreteness of specific students and specific classrooms to the abstraction of theory: in that respect alone, this book exemplifies curriculum at its most poignant and sophisticated."
William F. Pinar, University of British Columbia"Back to the Basics of Teaching and Learning audaciously challenges the appropriation of the idea of basics in/of education by conservative thinkers. Much of the beauty of this book lies in its refusal to lose sight of the stubborn particulars of classroom life – real children – and sail away into the lofty clouds of theory and philosophical reflection…. No one in education can read this book and be unmoved by it, nor, perhaps, be unchanged by it."
Paul Ernest, University of Exeter