The Educational Conversation: Closing the GapJim Garrison, Anthony G. Rud Jr. State University of New York Press, 1995 M07 1 - 163 páginas 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. |
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Página ix
... dimensions of teaching . " In our introductory chapter , we point out our indebtedness to this literature . For our second task , we are on less familiar ground . We have attempted to capture it in terms such as " wisdom beyond ...
... dimensions of teaching . " In our introductory chapter , we point out our indebtedness to this literature . For our second task , we are on less familiar ground . We have attempted to capture it in terms such as " wisdom beyond ...
Página x
... teaching and learning rather than conclude a study or treatment . These chapters are reflective occasions for those ... dimensions of teaching . For Pendlebury , teaching , like any particular and context bound practice , " is a lucky ...
... teaching and learning rather than conclude a study or treatment . These chapters are reflective occasions for those ... dimensions of teaching . For Pendlebury , teaching , like any particular and context bound practice , " is a lucky ...
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... teaching as comprehension and reasoning , as transformation and reflection . ( p . 13 ) Such a conception of the activities of teaching , while robust , does ignore some important dimensions . We shall argue in more detail later that ...
... teaching as comprehension and reasoning , as transformation and reflection . ( p . 13 ) Such a conception of the activities of teaching , while robust , does ignore some important dimensions . We shall argue in more detail later that ...
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... teaching . Again , we turn to Dewey ( 1919 ; 1982 ) : By wisdom we mean not systematic and proved knowledge of fact ... dimensions of teaching . Our volume suggests , through a study of the moral vocabulary of teaching , " gaps " in the ...
... teaching . Again , we turn to Dewey ( 1919 ; 1982 ) : By wisdom we mean not systematic and proved knowledge of fact ... dimensions of teaching . Our volume suggests , through a study of the moral vocabulary of teaching , " gaps " in the ...
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Contenido
1 | |
Luck Responsibility and Excellence in Teaching | 11 |
Authority and the Tragic Dimension of Teaching | 29 |
Style and the Art of Teaching | 41 |
Pragmatism and the Ironic Teacher of Virtue | 61 |
Emptiness | 85 |
Soul | 97 |
Sophie HaroutunianGordon 189 | 109 |
Developing an Ethos | 119 |
Intellectual and Institutional Gaps in Teacher Education | 129 |
Notes | 143 |
Index | 157 |
Otras ediciones - Ver todas
The Educational Conversation: Closing the Gap James W. Garrison,Jim Garrison,Anthony G. Rud Jr. Vista previa limitada - 1995 |
The Educational Conversation: Closing the Gap James W. Garrison,Jim Garrison,Anthony G. Rud Vista previa limitada - 1995 |
Términos y frases comunes
achieve Alcibiades attempt believe Benedictine Burbules chapter classroom conception concern context contingency creative criticisms democracy detached technique dialogue dimensions of teaching disciplinary technology discussion domestic labor educational conversation Edwardsville emptiness essays experience Foucault Glaucon goals hospitality human idea ignorance important individual insight institutional intellectual ironic irony James Jesus Jo Ann Boydston John Dewey kitsch knowledge Kundera Lee Shulman liberal lives luck means Michel Foucault Milan Kundera Neiman nihilism Nouwen one's oneself pedagogical periaktoi person philosophical Philosophy of Education Plato postmodern practitioners pragmatic ironist pragmatist problems professional quest for certainty question Raitz rational reality reform relation Richard Rorty Rorty Rorty's Sabina schools of education scientific technique sense Shulman situation Sockett Socrates soul style suggest Symposium teacher authority teacher education teachers and students teaching and learning techne theory tradition tragic truth Unbearable Lightness understanding University Press virtue vision wisdom