Del i serien SUNY series, The Philosophy of Education

Educational Conversation

Closing the Gap

Inbunden, Engelska, 1995

1 339 kr

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Discusses topics normally excluded from the current educational conversation such as soul, authority, irony, memory, style, luck, privacy, power, and hospitality.This book brings together a distinguished group of philosophers of education dealing with important thought often neglected: ideas and concerns in teaching, learning, and teacher education. The authors engage in an extended discussion of the moral dimensions of teaching that leads in a fresh direction, distinct though related, to the important work of Goodlad and others in recent years. Nel Noddings's foreword places the book firmly in current debates about teaching and learning, particularly stressing its importance to teacher education in difficult times. Contributors include Nicholas C. Burbules, Sophie Haroutunian-Gordon, James W. Garrison, Anthony G. Rud, Jr., Shirley Pendlebury, Alven Neiman, Leonark Waks, C. J. B. Macmillan, and Daniel P. Liston.

Produktinformation

Utgivningsdatum1995-07-01
Mått152 x 229 x 25 mm
Vikt445 g
FormatInbunden
SpråkEngelska
SerieSUNY series, The Philosophy of Education
Antal sidor163
FörlagState University of New York Press
ISBN9780791424476

Tillhör följande kategorier

Pedagogisk teori och filosofi inom Psykologi och pedagogik

Foreword by Nel Noddings Preface 1. IntroductionJames W. Garrison and Anthony G. Rud Jr. 2. Luck, Responsibiity, and Excellence in TeachingShirley Pendelbury 3. Authority and the Tragic Dimension of TeachingNicholas G. Burbules 4. Style and the Art of TeachingJames W. Garrison 5. Pragmatism and the Ironic Teacher of VirtueAlven Neiman 6. EmptinessLeonard J. Waks 7. SoulSophie Haroutunian-Gordon 8. Some Thoughts on Privacy in ClassroomsC. J. B. Macmillan 9. Learning in Comfort: Developing an Ethos of Hospitality in EducationAnthony G. Rud Jr. 10. Intellectual and Institutional Gaps in Teacher EducationDaniel P. Liston Notes Bibliography Index

"This is a timely and well-written contribution to a growing body of literature in education that emphasizes the moral as distinct from the 'performance evaluation' and other 'standardized' procedures for testing teachers and 'measuring' their work. Certain chapters, such as the ones discussing the tragic dimension of teaching, irony, style, luck, and soul, present a diversity of ways in which the moral dimension of teaching may be addressed; and they discuss these ideas in a compelling way." — J. J. Chambliss, Rutgers University"This is a collection of engaging, thought-provoking, well written pieces that provides a welcome counterweight to most of what's being written on teaching in scholarly circles today. The works avoid both the narrowly technical formulations of much mainstream research on teaching, and the kinds of ideologically freighted discourse that often serves as an alternative to it. In so doing, they invite rethinking and reflection on teaching." — Paul Farber, Western Michigan University