Häftad, Engelska, 2018

Practical Wisdom and Democratic Education

Phronesis, Art and Non-traditional Students

Av Samantha Broadhead, Margaret Gregson

1309 kr

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Beskrivning

This book explores the development of practical wisdom, or phronesis, within the stories of four mature students studying for degrees in art and design. Through an analysis informed by the ideas of Basil Bernstein and Aristotle, the authors propose that phronesis – or the ability to deliberate well – should be an intrinsic part of a democratic education. As a number of vocational and academic disciplines require deliberation and the ability to draw on knowledge, character and experience, it is essential that no student feels their experience puts them at a disadvantage. The authors argue that democratic education should allow each participant to feel enhanced, included and able to participate in order to create a constructive and reciprocal dialogue. This work will be of value to students and scholars interested in democratic education, the experiences of non-traditional students, and the sociology of education.

Produktinformation

Utgivningsdatum: 2018-12-27
Mått: 148 x 210 x 13 mm
Vikt: 291 g
Format: Häftad
Språk: Engelska
Antal sidor: 200
Förlag: Springer Nature Switzerland AG
ISBN: 9783030103538

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Mer information

Samantha J. Broadhead is Head of Research of Leeds Arts University, UK. She also serves on the editorial board of the Journal of Widening Participation and Lifelong Learning and is a member of the Inclusive Arts Education Forum. Margaret Gregson is Professor of Vocational Education at the University of Sunderland, UK, and Director of the Centre for Excellence in Teacher Training (SUNCETT). She has published widely on approaches to the initial and continuing development of teachers.

Recensioner i media

“Broadhead and Gregson’s book, … provides a model for HE teaching practice more broadly. It encourages an interactive dialogue between students, scholars and HE educators, and is of relevance to all who are interested in developing more inclusive, dialogic learning experiences.” (Melanie Davies, Journal of Widening Particpation and Lifelong Learning, Vol. 21 (1), March, 2019)

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