{"title":"以人类为中心的诗歌","authors":"Lucinda McKnight","doi":"10.4018/978-1-5225-5317-5.CH011","DOIUrl":null,"url":null,"abstract":"This chapter draws on a range of empirical arts-based projects and publications to explore how poetry helps us think about the limitations of human intentionality as curriculum design in the Anthropocene, in spaces of both formal and informal or public learning. The chapter sketches a chronology of arts-based research more broadly, and also specifically in relation to education, and includes examples of the author's widely published research poetry to demonstrate the evolution of this form of inquiry.","PeriodicalId":275559,"journal":{"name":"Educational Research in the Age of Anthropocene","volume":"2 7","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Anthropocentric Poetry\",\"authors\":\"Lucinda McKnight\",\"doi\":\"10.4018/978-1-5225-5317-5.CH011\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This chapter draws on a range of empirical arts-based projects and publications to explore how poetry helps us think about the limitations of human intentionality as curriculum design in the Anthropocene, in spaces of both formal and informal or public learning. The chapter sketches a chronology of arts-based research more broadly, and also specifically in relation to education, and includes examples of the author's widely published research poetry to demonstrate the evolution of this form of inquiry.\",\"PeriodicalId\":275559,\"journal\":{\"name\":\"Educational Research in the Age of Anthropocene\",\"volume\":\"2 7\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1900-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Research in the Age of Anthropocene\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4018/978-1-5225-5317-5.CH011\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Research in the Age of Anthropocene","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/978-1-5225-5317-5.CH011","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
This chapter draws on a range of empirical arts-based projects and publications to explore how poetry helps us think about the limitations of human intentionality as curriculum design in the Anthropocene, in spaces of both formal and informal or public learning. The chapter sketches a chronology of arts-based research more broadly, and also specifically in relation to education, and includes examples of the author's widely published research poetry to demonstrate the evolution of this form of inquiry.
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