CONTENTS -- Part One: Introduction -- Part Two: Teaching -- Part Three: Learning -- Part Four: Conclusion -- TABLES -- FOREWORD -- ACKNOWLEDGMENTS -- ABBREVIATIONS -- PART ONE Introduction -- CHAPTER 1. INTRODUCTION - THE VALUE OF EDUCATION -- The Overvaluation of Education -- The Different Faces of Education -- The Aims of Education -- The Process of Education -- The Contents of Education -- The Theoretical Debate -- The Teacher-Centered Argument -- The Student-Centered Argument -- The Balanced Argument -- The Heterodox Argument -- The Heterodox Theory of Education -- Theory and Meta-Theory -- A Unified Theory of Everything -- The Logic of Existential Dialectics -- The Conception of Existential Dialectics (or Its Ontics) -- The Syntax of Existential Dialectics (or Its Ontomethodologyand Ontologic) -- The Semantics of Existential Dialectics (or Its Ontosemantics) -- The Pragmatics of Existential Dialectics (or ItsOntopragmatics) -- Sophisticated Methodological Holism -- Chapter Outline -- Some Clarifications -- In Conversation with My Previous Books -- Case Studies and Examples -- Detailed Analysis versus Overall Synthesis -- Two Distinctive Features of Using Quotations -- The Use of Neologisms -- PART TWO Teaching -- CHAPTER 2. TEACHING AND ITS DUPLICITY -- The Brightness of Teaching -- Teaching and the Mind -- The Socratic School of Teaching, and the Debate on the Mind -- The School System, the Unschooled Mind, and Teaching -- Teaching and Nature -- Science, Nature, and the Dispute on Teaching -- Teaching and Society -- No Child Left Behind, and the Politics of Teaching -- Teaching and Culture -- Teaching, and the Controversy about the Great Books -- Teaching, and the Diverse History and Philosophy of Education -- The Darkness of Teaching -- PART THREE Learning -- CHAPTER 3. LEARNING AND ITS AMBIVALECE -- The Benefits of Learning.

Learning and the Mind -- Giftedness, and the Complicatedness of Learning -- Learning Styles, and the Dissension about Educating Methods -- Learning and Nature -- Wilderness, Practice, and the Question about Learning -- Learning and Society -- Learning, and the Role of Educational Technologies -- Learning Aspirations, and the Sociology of Education -- Learning and Culture -- Culture, Learning Styles, and the Contention on Diversity -- Alternative Education, and the Impact of Different Traditions -- The Costs of Learning -- PART FOUR Conclusion -- CHAPTER 4. CONCLUSION -THE FUTURE OF EDUCATION -- Beyond Teaching and Learning -- 1st Thesis: The Absoluteness-Relativeness Principle -- 2nd Thesis: The Predictability-Unpredictability Principle -- 3rd Thesis: The Explicability-Inexplicability Principle -- 4th Thesis: The Preciseness-Vagueness Principle -- 5th Thesis: The Simpleness-Complicatedness Principle -- 6th Thesis: The Openness-Hiddenness Principle -- 7th Thesis: The Denseness-Emptiness Principle -- 8th Thesis: The Slowness-Quickness Principle -- 9th Thesis: The Expansion-Contraction Principle -- 10th Thesis: The Theory-Praxis Principle -- 11th Thesis: The Convention-Novelty Principle -- 12th Thesis: The Evolution-Transformation Principle -- 13th Thesis: The Symmetry-Asymmetry Principle -- 14th Thesis: The Regression-Progression Principle -- 15th Thesis: The Same-Difference Principle -- 16th Thesis: The Post-Human Rebellion -- Beyond Formal and Informal Education -- Four Great Future Transformations of Education -- Enormous Implications -- BIBLIOGRAPHY -- INDEX -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- X -- Y -- Z.