| dc.contributor.author | Forrest, M. E. Michelle. | en_US |
| dc.date.accessioned | 2014-10-21T12:35:29Z | |
| dc.date.available | 1997 | |
| dc.date.issued | 1997 | en_US |
| dc.identifier.other | AAINQ24739 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10222/55475 | |
| dc.description | This work in philosophy of education explores the concept of openness as demonstrated in 'open' art-works, using them as both exemplars and touchstones for multi-media invention. The first point of departure is the writer's own response to an 'open' work which raises questions about the indignation evoked by difficulty and the significance of the resulting reflexivity for the pedagogical ideal of open-mindedness. A second departure point is a pair of case studies in the use of counter-narrative. It is suggested that under the rubric 'deconstruction', counter-propaganda may pose as pedagogy. This leads to a discussion of Derrida's process of de-composition and its significance for the teacher who rejects social realism in favour of openness. The work then de-composes itself into a series of media works demonstrating the movement of invention (heuretics) within an alternate realism, a realism of process. The dissertation closes by opening its own form to reader response. Thus, it rejoins its first point of departure, a disclosure on the value of openness. | en_US |
| dc.description | Thesis (Ph.D.)--Dalhousie University (Canada), 1997. | en_US |
| dc.language | eng | en_US |
| dc.publisher | Dalhousie University | en_US |
| dc.publisher | | en_US |
| dc.subject | Education, Philosophy of. | en_US |
| dc.title | "...no ordinary chaos": Heuretics for media work in education. | en_US |
| dc.type | text | en_US |
| dc.contributor.degree | Ph.D. | en_US |
