The schoolmaster: essays on practical education, selected from the works of Ascham [and others], from the Quarterly journal of education, and from lectures PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The schoolmaster: essays on practical education, selected from the works of Ascham [and others], from the Quarterly journal of education, and from lectures PDF full book. Access full book title The schoolmaster: essays on practical education, selected from the works of Ascham [and others], from the Quarterly journal of education, and from lectures by Schoolmaster. Download full books in PDF and EPUB format.
![The schoolmaster: essays on practical education, selected from the works of Ascham [and others], from the Quarterly journal of education, and from lectures PDF](https://books.google.com/books/content/images/frontcover/6IEBAAAAQAAJ?fife=w150-h200)
Author: Schoolmaster
Publisher:
ISBN:
Category :
Languages : en
Pages : 926
Get Book Here
Book Description
![The schoolmaster: essays on practical education, selected from the works of Ascham [and others], from the Quarterly journal of education, and from lectures PDF](https://books.google.com/books/content/images/frontcover/6IEBAAAAQAAJ?fife=w80-h100)
Author: Schoolmaster
Publisher:
ISBN:
Category :
Languages : en
Pages : 926
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 316
Get Book Here
Book Description
Author: Donald Wilcox Thomas
Publisher: Xlibris Corporation
ISBN: 1465317953
Category : Education
Languages : en
Pages : 209
Get Book Here
Book Description
Significant change usually comes about not by introduction of something new but by reinterpretation of something old. Among the more interesting illustrations of this premise is that of Arthur C. Clarke, who in 2001: A Space Odyssey uses it to account for no less than the evolution of mankind. Back eons of time, so the story goes, herbivorous man-apes roamed the parched savannas of Africa in search of food, a search that had brought them to the brink of extinction. Their miraculous transformation from man-apes to ape-men did not come about until they realized that they were slowly starving to death in the midst of plenty, that the grassy plain on which they search in vain for berries and fruit was overrun with succulent meat. Such meat was not so much beyond mankinds reach as it was beyond his imagination. To negotiate the necessary transition, the man-apes had to reinterpret their environment. The history of education can also be viewed as a sustained series of reinterpretations, which, because they remain human, retain remnants of the man-apes primeval flaw a certain primordial rigidity of the imagination that renders us unable to grasp what lies immediately at hand because it fails to correspond with what comes habitually to mind. When it comes time to characterize the educational environment of the past few decades, it will undoubtedly be remembered as an era of reform. Cries for reform in education are by no means new to schools, of course, but seldom are they the focus of such prolonged and concerted attention as they have lately received. Not since the days of Sputnik have we witnessed such massive concern about what was happening or not happening in the nations classrooms. In the sixties the thrust of reform focussed on the teaching of science and mathematics and spawned a period of curricular innovation that carried us well through the seventies. It was an exciting time to teach, a time filled with openness and optimism and plentiful support. But with the publication of A Nation at Risk in 1983 by the National Commission on Excellence in Education, a new interpretation struck. Suddenly, it seemed, everything had gone awry: the schools had somehow fallen derelict in their duty to prepare the nations youth to meet the manifold challenges that awaited them. Schools had degenerated into Shopping Malls, SAT scores had plummeted to new lows, teachers had descended to shocking levels of incompetence, and content had turned to jelly. Subsequent reports by other foundations, commissions, and blue ribbon panels confirmed the assessment. American schools are in trouble, said John Goodlad. After years of shameful neglect, according to Ernest Boyer, educators and politicians have taken the pulse of the public school and found it faint. Horace Smith Ted Sizers mythical English teacher was forced to compromise, but dares not express his bitterness to the visitor conducting a study of high schools, because he fears he will be portrayed as a whining hypocrite." Today, with the No Child Left Behind act, schools are embroiled in the tribulations of accountability, with high stakes testing roiling instruction that must teach to the test and urban communities that must struggle just to keep their schools open. Meanwhile, as vouchers swell enrollments in private schools, charter schools have begun to siphon off students and teachers from the public schools. As a schoolmaster for the past forty-five years, I view these changes with trepidation.. A little too close to Horace Smith for comfort, I am nonetheless in no mood to compromise. Although I do not doubt that I am biased, it doesnt seem to me that my students have changed significantly over the years, nor for that matter the fundamental problems of education across continents and decades. And while I am thankful that my country is worried about its teachers and its schools, my
Author: Donald Wilcox Thomas
Publisher: Xlibris Corporation
ISBN: 1524547913
Category : Education
Languages : en
Pages : 171
Get Book Here
Book Description
In schools of antiquity, according to Alfred North Whitehead, philosophers aspired to impart wisdom. In modern colleges, our humbler aim is to teach subjects. The drop from divine wisdom, which was the goal of the ancients, to textbook knowledge of subjects, which is achieved by the moderns, marks an educational failure, sustained through the ages. He defines wisdom as the way in which knowledge is held. The ways in which we hold our knowledge is the subject of these essays. It is a subject too little pursued in the corridors of education where the concern today resides with the data rather than the import of the knowledge we pursue. The goal of every teacher, regardless of the level taught, is to think about the knowledge they teach and how it informs and expands the ways in which we live. Without this kind of oversight, we fall into the mere mechanics of instruction, failing to press it beyond the bounds of ordinary thought.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 400
Get Book Here
Book Description
Author: Donald Wilcox Thomas
Publisher: Xlibris Corporation
ISBN: 1469167913
Category : Reference
Languages : en
Pages : 139
Get Book Here
Book Description
From the essays Teachers must learn how to push the pencil, effecting ease and simplicity out of hard learning that leaves a deep and permanent impression upon youthful thought. Having high expectations is laudable but woefully inadequate for overcoming the disparities that lurk in the deep recesses of our broad domain. More teaching, whether good or bad, is lost somewhere between class and lunch than could ever be recovered from one year to the next. The best lessons taught end up at the dinner table, not at the end of the period. That teaching is as much an addiction as it is a profession need not be elaborately urged. Teachers though born must nevertheless be made and remade. Schools do not improve teaching; teaching improves schools.
Author: DONALD WILCOX THOMAS
Publisher: Xlibris Corporation
ISBN: 1499083238
Category : Education
Languages : en
Pages : 123
Get Book Here
Book Description
At issue is what elevates standards. The common opinion seems to be that standards can elevate themselves. The underlying assumption here is that unless you program such activities, professionals won’t develop; they will just teach, a process from which, presumably, nothing of value is to be learned. Mastered or flipped, reinvention of classrooms exacts a high cost, as indeed, does all teaching wherever it is carefully and lovingly taught. I would revise the old adage about teaching: “Those who can, teach; those who either can’t or haven’t shouldn’t.” It takes a lifetime to discover that those in authority may not know what is better, that older need not imply wiser. It is a difficult lesson for a teacher, enthroned with degrees and remuneration, to teach. The irony of the term “empowerment” is that power cannot be taught or acquired as if it were simply some specialized fund of information. Only we have privileged access to the process that shifts and roils inside our own experience. And only we can alter that process once it makes itself known to us. The mind we have is the only one we get: furnished or unfurnished.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 720
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 636
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 576
Get Book Here
Book Description
