Pedagogy of Becoming

JON MILLS is a psychologist and a philosopher. He received his Psy.D. in clinical psychology from the Illinois School of Professional Psychology, Chicago, his Ph.D. in philosophy from Vanderbilt University, and was a Fulbright scholar of philosophy at the University of Toronto and York University. He is currently Internship Coordinator and Clinical Supervisor in the Mental Health Program at Lakeridge Health Corporation Oshawa, an Associate with the Research Institute at Lakeridge Health, and a member of the Core Faculty at the Adler School of Professional Psychology in Toronto. He serves as Associate Editor of the Value Inquiry Book Series (VIBS), has numerous publications in philosophy, psychology, psychoanalysis, and education, and is co-author of The Ontology of Prejudice. He maintains a private practice in Ajax, Ontario.

• George David MILLER: Editorial ForewordAcknowledgementsJon MILLS: Introduction: Paideia ReconsideredI. PHILOSOPHICAL CONSIDERATIONSONE David A. JOPLING: Can Wisdom Be Taught?TWO Janusz A. POLANOWSKI: In Search of Moral TeachingTHREE Frank GRUBA-McCALLISTER: Education Through Compassion: Cultivating Our Mystical VocationII. ENACTMENTS AND APPLIED METHODOLOGYFOUR George David MILLER: Abolishing Educational Welfare: Redrawing the Lines of Interdependency Through DialogueFIVE Jon MILLS: An Unorthodox Pedagogy: Fostering Empathy Through ProvocationSIX Guy ALLEN: The “Good Enough” Teacher and the Authentic StudentSEVEN Jeffrey TLUMAK: Teaching Through DiscussionEIGHT Marc LUBIN: The Classroom Experience as a Laboratory for Self-UnderstandingNINE John LACHS and Shirley M. LACHS: Education in the Twenty-First CenturyAbout the ContributorsIndex

”the chapters achieve the stated goal of presenting teaching as a way to foster the holistic growth of students. The authors have credible backgrounds, largely in academic philosophy and psychology. Readers interested in educational philosophy, holistic education, or teaching in general will find this material thoughtful, readable, and in many cases classroom-tested. Recommended for upper-division undergraduates and above.” in: CHOICE - Current reviews for academic libraries, January 2003