Knowledge comes from thinking with, from and through things, not just about them. We get to know the world around us from the inside of our being in it. Drawing on the fields of anthropology, art, architecture and education, this book addresses what knowing from the inside means for practices of teaching and learning. If knowledge is not transmitted ready-made, independently of its application in the world, but grows from the crucible of our engagements with people, places and materials, then how can there be such a thing as a curriculum? What forms could it take? And what could it mean to place such disciplines as anthropology, art and architecture at the heart of the curriculum rather than as at present on the margins?
In addressing these questions, the fifteen distinguished contributors to this volume challenge mainstream thinking about education and the curriculum, and suggest experimental ways to overcome the stultifying effects of current pedagogic practice.
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This ground-breaking book is at once provoking and informative. The concept of Knowing from the Inside reminds us that all we seek to know stems from the place we call home. This book will stimulate debates and synergies amongst scholars across disciplines but it will also invite reflection from those who are interested in the powers of art and anthropology to lead our gaze, to pay attention, that is, to educate. * Laura Colucci-Gray, Senior Lecturer in Science Education, The University of Edinburgh, UK * This fascinating, disturbing and urgently-needed book compels us to reconsider what education is really about. Developed in a spirit of generous-minded exploration which dismantles traditional boundaries, the book challenges unhelpful divisions between knowing and doing and demands that we rethink what it means to learn and to be human. * Roger Kneebone, Professor, Imperial College London, UK *
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Brings together anthropologists, artists, architects and designers to explore the common task of forging a sustainable world and the instrumental role of education.
List of Figures
Notes on Contributors
Acknowledgements
Series Editors Foreword
Introduction, Tim Ingold (University of Aberdeen, UK)
1. Learning with Potentials, Cathrine Hasse (University of Aarhus, Denmark)
2. A Pedagogy of Attention to the Light in the Eyes, Jan van Boeckel (Hanze
University of Applied Sciences, the Netherlands)
3. Proportion, Analogy and Mixture: Unearthing Mathematical Measurement
Practices, Elizabeth de Freitas (Manchester Metropolitan University, UK) and
Nathalie Sinclair (Simon Fraser University, Canada)
4. Creative Movements: Hands, Arms, Materials and Words in Making Baskets,
Stephanie Bunn (University of St Andrews, UK)
5. Growing in the Midst of Things, Rachel Holmes (Manchester Metropolitan
University, UK) and Amanda Ravetz (Manchester Metropolitan University, UK)
6. Exploring an Autistic Curriculum: Of Pedagogy, Puppets and Perception,
Melissa Trimingham (University of Kent, UK)
7. A house for: Experiments in Filmic Architecture, Raymond Lucas
(Manchester Metropolitan University, UK)
8. Searching for the Ethos of a Lost Art School, Judith Winter (Robert
Gordon University, UK)
9. Dada and the Absurd: Pedagogies of Art and Survival, Anne Douglas (Robert
Gordon University, UK)
10. Teaching and Learning Anthropology Otherwise: Lessons from a
Collaboration between Anthropology and Laboratory Theatre, Caroline Gatt
(University of Aberdeen, UK)
11. Atmospheres of University Education: Courses and Forces, Jan
Masschelein, Maarten Simons and Mieke Berghmans (KU Leuven, Belgium)
References
Index
Tim Ingold is Professor Emeritus of Social Anthropology at the University of Aberdeen, Scotland. His recent books include Anthropology and/as Education (2018), Anthropology: Why it Matters (2018), Correspondences (2020) and Imagining for Real (2022).
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