Authority and the Teacher

Inbunden, Engelska, 2014

AvWilliam H. Kitchen

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Authority and the Teacher seeks to overturn the notion that authority is a restrictive force within education, serving only to stifle creativity and drown out the voice of the student. William H. Kitchen argues that any education must have, as one of its cornerstones, a component which encourages the fullest development of knowledge, which serves as the great educational emancipator. In this version of knowledge-driven education, the teacher’s authority should be absolute, so as to ensure that the teacher has the scope to liberate their pupils. The pupil, in the avoidance of ignorance, can thus embrace what is rightfully theirs; the inheritance of intellectual riches passed down through time. By invoking the work of three major philosophers – Polanyi, Oakeshott and Wittgenstein – as well as contributions from other key thinkers on authority, this book underpins previous claims for the need for authority in education with the philosophical clout necessary to ensure these arguments permeate modern mainstream educational thinking.

Produktinformation

Utgivningsdatum2014-09-25
Mått138 x 216 x 17 mm
Vikt435 g
FormatInbunden
SpråkEngelska
Antal sidor224
FörlagBloomsbury Publishing PLC
ISBN9781472529848

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Foreword Chris WoodheadAcknowledgementsPrefaceIntroduction: An Education to be Fearful forPart I: The Background1. Sociological Background2. Philosophical and Theoretical Background3. A Definition of Authority4. Authority: Why all the fuss?Part II: The Argument5. Polanyi on Authority6. Oakeshott on Authority7.The Need for Authority in Knowledge, Teaching and Learning, and Education8. Wittgenstein on AuthorityConclusionBibliographyIndex

This book is a spirited defense of the traditional model of K–12 education. Using philosophical arguments from Karl Polanyi, Michael Oakeshott, and Ludwig Wittgenstein, Kitchen (Univ. of Belfast, UK) strongly defends the position that the classroom teacher must be seen as an ‘authority’ by virtue of his or her education and should be totally in charge of the learning experience. The author convincingly argues against the current trend of child-centered education. His book is cogently written, shows sound research, and helps fill a current void in education literature. Summing Up: Recommended. Upper-division undergraduates and above.