Details
Thinking with Maps
Understanding the World through Spatialization|
36,99 € |
|
| Verlag: | Rowman & Littlefield Publishers |
| Format: | EPUB, PDF |
| Veröffentl.: | 15.05.2021 |
| ISBN/EAN: | 9781475859300 |
| Sprache: | englisch |
| Anzahl Seiten: | 208 |
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Beschreibungen
<p><span>Spatial reasoning, which promises connection across wide areas, is itself ironically often not connected to other areas of knowledge. </span><span>Thinking with Maps: Understanding the World through Spatialization </span><span>addresses this problem, developing its argument through historical analysis and cross-disciplinary examples involving maps. The idea of </span><span>maps </span><span>here includes traditional cartographic representations of physical environments, but more broadly encompasses the wide variety of ways that visualizations are used across all disciplines to enable understanding, to generate new knowledge, and to effect change.</span></p>
<p><span>The idea of </span><span>thinking with maps </span><span>is also used broadly. Maps become, not simply one among many items to learn about, but indispensable tools for thinking across every field of inquiry, in a way similar to that of textual and mathematical language. Effective use of maps becomes a way to make knowledge, much as writing or mathematical exploration not only displays ideas, but also creates them. The book shows that maps for thinking are not just a means to improve geographic knowledge, as valuable as that may be. Instead, they provide mechanisms for rejuvenating our engagement with the world, helping us to become more capable of facing our global challenges.</span></p>
<p><span>This book has a broader aim: It is fundamentally about general principles of how we learn and know. It calls for a renewed focus on democratic education in which both the means and ends are democratic. Education, just as the political realm, should follow Dewey’s dictum that “democratic ends need democratic methods for their realization.” Maps and mapping are invaluable in that endeavor.</span></p>
<p><span>The idea of </span><span>thinking with maps </span><span>is also used broadly. Maps become, not simply one among many items to learn about, but indispensable tools for thinking across every field of inquiry, in a way similar to that of textual and mathematical language. Effective use of maps becomes a way to make knowledge, much as writing or mathematical exploration not only displays ideas, but also creates them. The book shows that maps for thinking are not just a means to improve geographic knowledge, as valuable as that may be. Instead, they provide mechanisms for rejuvenating our engagement with the world, helping us to become more capable of facing our global challenges.</span></p>
<p><span>This book has a broader aim: It is fundamentally about general principles of how we learn and know. It calls for a renewed focus on democratic education in which both the means and ends are democratic. Education, just as the political realm, should follow Dewey’s dictum that “democratic ends need democratic methods for their realization.” Maps and mapping are invaluable in that endeavor.</span></p>
<p><span>Thinking with Maps </span><span>takes readers on a journey through both traditional and modern mapping in order to learn how to conceive of mapping as fundamental to cognition and, thus, to what it means to be human. Each chapter considers an aspect of how we use maps. Examples from around the world show how learning can be made more relevant.</span></p>
<p><span>Foreword</span></p>
<p><span>Preface</span></p>
<p><span>Acknowledgments</span></p>
<p><span>Introduction</span></p>
<p><span>Chapter 1.</span><span> Wayfinding</span></p>
<p><span>Chapter 2.</span><span> Constructing</span></p>
<p><span>Chapter 3.</span><span> Learning</span></p>
<p><span>Chapter 4.</span><span> Expressing</span></p>
<p><span>Chapter 5.</span><span> Solving</span></p>
<p><span>Chapter 6.</span><span> Connecting</span></p>
<p><span>Chapter 7.</span><span> Entering the Map</span></p>
<p><span>Chapter 8.</span><span> What is a Map?</span></p>
<p><span>Conclusion:</span><span> The Map Ahead</span></p>
<p><span>About the Author</span></p>
<p><span>Preface</span></p>
<p><span>Acknowledgments</span></p>
<p><span>Introduction</span></p>
<p><span>Chapter 1.</span><span> Wayfinding</span></p>
<p><span>Chapter 2.</span><span> Constructing</span></p>
<p><span>Chapter 3.</span><span> Learning</span></p>
<p><span>Chapter 4.</span><span> Expressing</span></p>
<p><span>Chapter 5.</span><span> Solving</span></p>
<p><span>Chapter 6.</span><span> Connecting</span></p>
<p><span>Chapter 7.</span><span> Entering the Map</span></p>
<p><span>Chapter 8.</span><span> What is a Map?</span></p>
<p><span>Conclusion:</span><span> The Map Ahead</span></p>
<p><span>About the Author</span></p>
<p><span>Bertram C. Bruce has a PhD in computer science and is professor emeritus in information science at the University of Illinois.</span><span> </span><span>He has worked on education in many countries, across grade levels, and in diverse areas of the curriculum. Hi</span><span>s</span><span> work contributes to a tradition of democratic education, asking “How can we guide the educational enterprise by an ethical vision, not simply a technocratic one of transmitting isolated facts and skills?” His most recent book is </span><span>Education’s Ecosystems: Learning through Life.</span></p>
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