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. |
Dentro del libro
Resultados 1-5 de 21
Página 2
... practitioner and the citizen , and it effectively removes schools from popular control by transforming them from a political problem ( amenable to democratic process ) into a technical problem that can be solved only by those with the ...
... practitioner and the citizen , and it effectively removes schools from popular control by transforming them from a political problem ( amenable to democratic process ) into a technical problem that can be solved only by those with the ...
Página 3
... practitioners to develop codified representations of the practical pedagogical wisdom of able teachers . ( p . 11 ) We claim in our book that recognition of the nonrational aspects of teaching requires an acceptance of the insight that ...
... practitioners to develop codified representations of the practical pedagogical wisdom of able teachers . ( p . 11 ) We claim in our book that recognition of the nonrational aspects of teaching requires an acceptance of the insight that ...
Página 5
... practitioners . Shulman ( 1987b ) recognizes that the moral dimension of teaching is important : " surely , teaching is a moral activity , an activity made meaningful because of the goals pursued and not only the means employed ...
... practitioners . Shulman ( 1987b ) recognizes that the moral dimension of teaching is important : " surely , teaching is a moral activity , an activity made meaningful because of the goals pursued and not only the means employed ...
Página 6
... sometimes even moral principles , to the creative and free acts and products of an intellect exhibiting practical wisdom . Our appeal is to the reflective practitioner who thinks hard 6 James W. Garrison and Anthony G. Rud Jr.
... sometimes even moral principles , to the creative and free acts and products of an intellect exhibiting practical wisdom . Our appeal is to the reflective practitioner who thinks hard 6 James W. Garrison and Anthony G. Rud Jr.
Página 7
... practitioner who thinks hard about teaching . Again , we turn to Dewey ( 1919 ; 1982 ) : By wisdom we mean not systematic and proved knowledge of fact and truth , but a conviction about moral values , a sense for the better kind of life ...
... practitioner who thinks hard about teaching . Again , we turn to Dewey ( 1919 ; 1982 ) : By wisdom we mean not systematic and proved knowledge of fact and truth , but a conviction about moral values , a sense for the better kind of life ...
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