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Author: William A. Reid
Publisher: IAP
ISBN: 1607527170
Category : Education
Languages : en
Pages : 204
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Book Description
In this far-reaching discussion of curriculum and liberal education, William A. Reid compares curriculum making to the idea of “pursuit.” Like justice, Reid argues that curriculum is not something that we own or possess in a material sense; rather, it is an achievement that anyone involved in schooling must and should pursue. Drawing upon the acclaimed work of Joseph J. Schwab, Reid discusses four traditions within curriculum theory (the systematic, the radical, the existentialist, and the deliberative), and then makes his case that a deliberative perspective is the soundest, most long-lasting philosophical tradition for curriculum theorists to follow. Reid’s goal is to persuade readers to engage in the age-old practice of deliberation. Wesley Null introduces readers to Reid’s book with a new introduction and postscript that connect the Schwab-Reid tradition to the ancient roots upon which deliberative theory is based. Null also draws connections between Reid’s text and contemporary issues facing curriculum and education in 21st century America. In a world in which passion-driven arguments for extreme views on curriculum often dominate discussions, Reid’s book offers a balanced perspective that is rooted in reason, wisdom, and a deep-seated commitment to justice and the public good. This book speaks directly to teachers, school administrators, university faculty, and anyone else who is interested in thinking clearly about the question of what should be taught in America’s schools.
Author: William A. Reid
Publisher: IAP
ISBN: 1607527170
Category : Education
Languages : en
Pages : 204
Get Book Here
Book Description
In this far-reaching discussion of curriculum and liberal education, William A. Reid compares curriculum making to the idea of “pursuit.” Like justice, Reid argues that curriculum is not something that we own or possess in a material sense; rather, it is an achievement that anyone involved in schooling must and should pursue. Drawing upon the acclaimed work of Joseph J. Schwab, Reid discusses four traditions within curriculum theory (the systematic, the radical, the existentialist, and the deliberative), and then makes his case that a deliberative perspective is the soundest, most long-lasting philosophical tradition for curriculum theorists to follow. Reid’s goal is to persuade readers to engage in the age-old practice of deliberation. Wesley Null introduces readers to Reid’s book with a new introduction and postscript that connect the Schwab-Reid tradition to the ancient roots upon which deliberative theory is based. Null also draws connections between Reid’s text and contemporary issues facing curriculum and education in 21st century America. In a world in which passion-driven arguments for extreme views on curriculum often dominate discussions, Reid’s book offers a balanced perspective that is rooted in reason, wisdom, and a deep-seated commitment to justice and the public good. This book speaks directly to teachers, school administrators, university faculty, and anyone else who is interested in thinking clearly about the question of what should be taught in America’s schools.
Author: William Arbuckle Reid
Publisher: Information Age Pub Incorporated
ISBN: 9781593115081
Category : Education
Languages : en
Pages : 179
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Book Description
In this far-reaching discussion of curriculum and liberal education, William A. Reid compares curriculum making to the idea of "pursuit." Like justice, Reid argues that curriculum is not something that we own or possess in a material sense; rather, it is an achievement that anyone involved in schooling must and should pursue. Drawing upon the acclaimed work of Joseph J. Schwab, Reid discusses four traditions within curriculum theory (the systematic, the radical, the existentialist, and the deliberative), and then makes his case that a deliberative perspective is the soundest, most long-lasting philosophical tradition for curriculum theorists to follow. Reid's goal is to persuade readers to engage in the age-old practice of deliberation. Wesley Null introduces readers to Reid's book with a new introduction and postscript that connect the Schwab-Reid tradition to the ancient roots upon which deliberative theory is based. Null also draws connections between Reid's text and contemporary issues facing curriculum and education in 21st century America. In a world in which passion-driven arguments for extreme views on curriculum often dominate discussions, Reid's book offers a balanced perspective that is rooted in reason, wisdom, and a deep-seated commitment to justice and the public good. This book speaks directly to teachers, school administrators, university faculty, and anyone else who is interested in thinking clearly about the question of what should be taught in America's schools.
Author: Alka Sehgal Cuthbert
Publisher: UCL Press
ISBN: 1787358747
Category : Education
Languages : en
Pages : 286
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Book Description
The design of school curriculums involves deep thought about the nature of knowledge and its value to learners and society. It is a serious responsibility that raises a number of questions. What is knowledge for? What knowledge is important for children to learn? How do we decide what knowledge matters in each school subject? And how far should the knowledge we teach in school be related to academic disciplinary knowledge? These and many other questions are taken up in What Should Schools Teach? The blurring of distinctions between pedagogy and curriculum, and between experience and knowledge, has served up a confusing message for teachers about the part that each plays in the education of children. Schools teach through subjects, but there is little consensus about what constitutes a subject and what they are for. This book aims to dispel confusion through a robust rationale for what schools should teach that offers key understanding to teachers of the relationship between knowledge (what to teach) and their own pedagogy (how to teach), and how both need to be informed by values of intellectual freedom and autonomy. This second edition includes new chapters on Chemistry, Drama, Music and Religious Education, and an updated chapter on Biology. A revised introduction reflects on emerging discourse around decolonizing the curriculum, and on the relationship between the knowledge that children encounter at school and in their homes.
Author: Jerry Bridges
Publisher: Tyndale House Publishers, Inc.
ISBN: 1631466399
Category : Religion
Languages : en
Pages : 201
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Book Description
This new edition replaces both The Pursuit of Holiness (ISBN 9781576839324) and the study guide (ISBN 9781576839881) by combining both resources into one volume "Be holy, for I am holy," commands God. But holiness is something that is often missed in the Christian's daily life. According to Navigator author Jerry Bridges, that's because we're not exactly sure what our part in holiness is. In The Pursuit of Holiness, he helps us see clearly just what we should rely on God to do--and what we should take responsibility for ourselves. As you deepen your relationship with God, learn more about His character, and understand the Holy Spirit's role in holiness, your spiritual growth will mature. The included study guide contains 12 lessons.
Author: Sean Steel
Publisher: SUNY Press
ISBN: 1438452136
Category : Education
Languages : en
Pages : 364
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Book Description
Explores the nature and role of wisdom in education. Modern scholarship has struggled to come to terms with the meaning of wisdom and its significance in the field of education. This book examines the importance of pursuing wisdom in schools by turning to ancient and medieval sources for clarification concerning the nature of wisdom. Sean Steel argues that our current emphasis on the development of rigorous critical-analytic thinking skills, on assessment, and on accountability in education has negatively impacted the ability of schools to foster an environment in which both students and teachers might pursue wisdom. Although in recent times efforts have been made to incorporate the pursuit of wisdom into schools through Philosophy for Children (P4C) and contemplative education programming, such initiatives have missed their mark. Steel therefore recommends not more accountability in education for the purpose of ensuring global competitiveness, but rather the institutional promotion of periods of leisure or schole in the school day. Drawing upon his own experiences as a teacher who has tried to encourage students to search for wisdom, the author discusses some of the challenges and pitfalls of wisdom seeking. He also offers examples of various wisdom-seeking activities that might bear fruit in the classroom.
Author: Michel Ferrari
Publisher: Routledge
ISBN: 1135670978
Category : Education
Languages : en
Pages : 268
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Book Description
Although specific definitions may change over time, few goals are considered more important to education than the pursuit of academic excellence. There are many different viewpoints on this issue today among educational psychologists and other social scientists. One particularly glaring fault line in the debate divides those who emphasize developing individual learning and those who focus on promoting cultural and institutional reform. These two perspectives are rarely addressed in a single volume. In this book, well-known theorists and researchers present a range of perspectives on how to promote excellence in education. This allows those who stress transformation of educational practice and those who emphasize individual abilities to speak to each, and invites readers to jointly consider the arguments for both positions, or for some synthesis of the two. The point is to consider how these two divergent viewpoints can be reconciled, or simply coordinated, in an effort to benefit both students and society at large. The main thesis is that excellence can be fostered without sacrificing equity, both of which are fundamental tenets of a democratic education. The issues addressed in this book have implications and relevance for school reform efforts and across the fields of educational psychology, curriculum and instruction, philosophy of education, and educational leadership. The volume provides a unique source for students and teachers in various disciplines who want to gain a broader and more integrated view of the nature and development of excellence through education.
Author: Roger I. Simon
Publisher: State University of New York Press
ISBN: 1438452713
Category : Education
Languages : en
Pages : 282
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Book Description
This outstanding comparative study on the curating of "difficult knowledge" focuses on two museum exhibitions that presented the same lynching photographs. Through a detailed description of the exhibitions and drawing on interviews with museum staff and visitor comments, Roger I. Simon explores the affective challenges to thought that lie behind the different curatorial frameworks and how viewers' comments on the exhibitions perform a particular conversation about race in America. He then extends the discussion to include contrasting exhibitions of photographs of atrocities committed by the German army on the Eastern Front during World War II, as well as to photographs taken at the Khmer Rouge S-21 torture and killing center. With an insightful blending of theoretical and qualitative analysis, Simon proposes new conceptualizations for a contemporary public pedagogy dedicated to bearing witness to the documents of racism.
Author: Ron Berger
Publisher: Heinemann Educational Books
ISBN:
Category : Education
Languages : en
Pages : 164
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Book Description
The author gives us a vision of educational reform that transcends standards, curriculum, and instructional strategies. He argues for a paradigm shift-a schoolwide embrace of an "ethic of excellence" and with a passion for quality describes what's possible when teachers, students, and parents commit to nothing less than the best. The author tells exactly how this can be done, from the blackboard to the blacktop to the school boardroom.
Author: Keith C. Barton
Publisher: Routledge
ISBN: 1000434486
Category : Education
Languages : en
Pages : 235
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Book Description
Barton and Ho present a global vision of social and civic education, one that reorients the field toward justice and harmony. Drawing from diverse philosophical and cultural traditions, as well as empirical research, they introduce curriculum principles designed to motivate and inform students’ thoughtful and compassionate deliberation of public issues. This book argues that the curriculum must prepare young people to take action on issues of justice and harmony—societal ideals that are central to all communities. Effective action depends on deliberation characterized by emotional commitment, collaborative problem-solving, and engagement with diverse perspectives and forms of expression. Deliberation for public action also requires knowledge—of people’s lives and experiences, their insights into social issues, and strategies for advancing justice and harmony. These curriculum principles are illustrated through case studies of public housing, food insecurity, climate change, gender bias, public health, exploitation of domestic workers, incarceration of racialized minorities, the impact of development and environmental change on Indigenous communities, and other pressing global concerns. For additional resources and related information, please visit the authors’ website, www.justiceandharmony.com.
Author: Deborah Britzman
Publisher: Myers Education Press
ISBN: 197550433X
Category : Education
Languages : en
Pages : 235
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Book Description
A 2022 SPE Outstanding Book Award Winner Anticipating Education is an interdisciplinary collection of Britzman’s previously published and unpublished papers that examines the dilemmas created by anticipating education, provoked when teachers, students, and professors encounter the unknown while trying to know emotional situations affecting their waiting, wanting, and wishing for teaching and learning. Anticipation has a particular flavor in scenes of education and not only since schooling presents again the mise-en-scène of childhood; anticipation also signifies the estranged temporality of anxiety, phantasies, and defense that compose and decompose hopes for transforming knowledge, sociality, and subjectivity in group life. This book is composed of Britzman’s well regarded and highly cited conceptual contributions to thinking broadly on topics of intersubjectivity and pedagogy at the university and schools; the reception of difficult knowledge as unresolved social conflicts in pedagogical thought; and the significance of psychoanalysis with pedagogy. Four themes address the anxieties of teaching and learning: phantasies of education; difficult knowledge; transforming subjects; and, psychoanalysis with education. Anticipating Education is required reading for every newly-minted faculty member. The wisdom provided in this volume will prove to be invaluable to your future career. Perfect for courses such as: Foundations of Education | Theories of Teaching and Learning | Special Topics | Advanced Curriculum Theory | Philosophy of Education | Social Thought and Education | Studies of Language, Culture and Teaching | Child and Adolescent Development
