Foregrounding Ethical Awareness in Composition and English Studies PDF Download
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Author: Sheryl I. Fontaine
Publisher: Boynton/Cook
ISBN:
Category : Education
Languages : en
Pages : 212
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Book Description
This collection of essays is the first sustained look at the emerging ethical concerns in composition and English studies. Unlike other works that may have used ethics as a way to set a particular code of conduct or to examine a particular area of study, this book describes a range of situations, obliging us to reevaluate the ethical systems that we have previously accepted. Fontaine and Hunter have organized the essays into conceptual sections that focus on three of the many ways in which our current situations can be reconsidered. In the first section, "Reevaluating Contemporary Pedagogies," the authors identify ethical problems that arise within some of our most widely accepted pedagogical strategies and perspectives. "Competing Obligations" refers to the ethical problems that emerge as teachers and administrators find themselves faced with allegiances to more than one group and more than one vision in the academy. And the authors in "Professional Evolutions" consider ways in which developments and changes in the world outside the English department create ethical conflicts close to home. Together, these essays provide ethical vantage points from which it is incumbent upon us to view our agency in our profession and in our classrooms. The book's wide range of voices and perspectives helps us begin to understand our own personal and professional ethical awareness and to anticipate the issues we all must face.
Author: Sheryl I. Fontaine
Publisher: Boynton/Cook
ISBN:
Category : Education
Languages : en
Pages : 212
Get Book Here
Book Description
This collection of essays is the first sustained look at the emerging ethical concerns in composition and English studies. Unlike other works that may have used ethics as a way to set a particular code of conduct or to examine a particular area of study, this book describes a range of situations, obliging us to reevaluate the ethical systems that we have previously accepted. Fontaine and Hunter have organized the essays into conceptual sections that focus on three of the many ways in which our current situations can be reconsidered. In the first section, "Reevaluating Contemporary Pedagogies," the authors identify ethical problems that arise within some of our most widely accepted pedagogical strategies and perspectives. "Competing Obligations" refers to the ethical problems that emerge as teachers and administrators find themselves faced with allegiances to more than one group and more than one vision in the academy. And the authors in "Professional Evolutions" consider ways in which developments and changes in the world outside the English department create ethical conflicts close to home. Together, these essays provide ethical vantage points from which it is incumbent upon us to view our agency in our profession and in our classrooms. The book's wide range of voices and perspectives helps us begin to understand our own personal and professional ethical awareness and to anticipate the issues we all must face.
Author:
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 186
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Book Description
Author: Suhanthie Motha
Publisher: Teachers College Press
ISBN: 0807755125
Category : Foreign Language Study
Languages : en
Pages : 209
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Book Description
This timely book takes a critical look at the teaching of English, showing how language is used to create hierarchies of cultural privilege in public schools across the country. Motha closely examines the work of four ESL teachers who developed anti-racist pedagogical practices during their first year of teaching. Their experiences, and those of their students, provide a compelling account of how new teachers might gain agency for culturally responsive teaching in spite of school cultures that often discourage such approaches. The author combines current research with her original analyses to shed light on real classroom situations faced by teachers of linguistically diverse populations. This book will help pre- and in-service teachers to think about such challenges as differential achievement between language learners and "native-speakers;" about hierarchies of languages and language varieties; about the difference between an accent identity and an incorrect pronunciation; and about the use of students' first languages in English classes. This resource offers implications for classroom teaching, educational policy, school leadership, and teacher preparation, including reflection questions at the end of each chapter.
Author: Jesse Rosenthal
Publisher: Princeton University Press
ISBN: 069117170X
Category : Literary Criticism
Languages : en
Pages : 270
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Book Description
What do we mean when we say that a novel's conclusion "feels right"? How did feeling, form, and the sense of right and wrong get mixed up, during the nineteenth century, in the experience of reading a novel? Good Form argues that Victorian readers associated the feeling of narrative form—of being pulled forward to a satisfying conclusion—with inner moral experience. Reclaiming the work of a generation of Victorian “intuitionist” philosophers who insisted that true morality consisted in being able to feel or intuit the morally good, Jesse Rosenthal shows that when Victorians discussed the moral dimensions of reading novels, they were also subtly discussing the genre’s formal properties. For most, Victorian moralizing is one of the period’s least attractive and interesting qualities. But Good Form argues that the moral interpretation of novel experience was essential in the development of the novel form—and that this moral approach is still a fundamental, if unrecognized, part of how we understand novels. Bringing together ideas from philosophy, literary history, and narrative theory, Rosenthal shows that we cannot understand the formal principles of the novel that we have inherited from the nineteenth century without also understanding the moral principles that have come with them. Good Form helps us to understand the way Victorians read, but it also helps us to understand the way we read now.
Author: M. Huemer
Publisher: Springer
ISBN: 023059705X
Category : Philosophy
Languages : en
Pages : 331
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Book Description
A defence of ethical intuitionism where (i) there are objective moral truths; (ii) we know these through an immediate, intellectual awareness, or 'intuition'; and (iii) knowing them gives us reasons to act independent of our desires. The author rebuts the major objections to this theory and shows the difficulties in alternative theories of ethics.
Author: Norman Dennis
Publisher: Oxford University Press, USA
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 312
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Book Description
A study of the tradition of ethical socialism, its successes, its failures, and its relevance to contemporary Britain. It focuses on a group of writers who, although separated by time, all promoted this brand of socialism. It chronicles their thoughts and theories, and examines their intentions.
Author: Mary Shepard Wong
Publisher: Routledge
ISBN: 1135837848
Category : Education
Languages : en
Pages : 602
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Book Description
The legacy of English teaching and Christian missionaries is a flashpoint within the field of English language teaching. This critical examination of the place of Christianity in the field is unique in presenting the voices of TESOL professionals from a wide range of religious and spiritual perspectives. About half identify themselves as "Christian" while the others identify themselves as Buddhist, atheist, spiritualist, and variations of these and other faiths. What is common for all the authors is their belief that values have an important place in the classroom. What they disagree on is whether and how spiritual values should find expression in learning and teaching. This volume dramatizes how scholars in the profession wrestle with ideological, pedagogical, and spiritual dilemmas as they seek to understand the place of faith in education. To sustain this conversation, the book is structured dialogically. Each section includes a set of position chapters in which authors explain their views of faith/pedagogy integration, a set of chapters by authors responding to these positions while articulating their own views on the subject, and discussion questions to engage readers in comparing the positions of all the authors, reflecting on their own experiences and values, and advancing the dialogue in fresh and personal directions.
Author: Kupperman, Joel J
Publisher: Routledge
ISBN: 1317852702
Category : Philosophy
Languages : en
Pages : 168
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Book Description
First published in 2002. This is Volume VIII of the Library Psychology 12 volume series. The philosophical problem addressed by this book is perhaps the one most relevant to the life of the average unphilosophical man. It can be argued that every man assumes a solution in his life. Much of the first half of this book is historical or exploratory. The second half is highly analytical, examining the relations between ethical claims and other kinds of claims that generally are accorded cognitive status. This is designed to be work of a kind with which advanced students in philosophy are most familiar.
Author:
Publisher:
ISBN:
Category : Ethical culture movement
Languages : en
Pages : 322
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Book Description
Author:
Publisher:
ISBN:
Category : Theology
Languages : en
Pages : 586
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Book Description
