David T. Hansen is Professor and Director of the Program in Philosophy and Education at Teachers College, Columbia University. His books include Exploring the Moral Heart of Teaching: Toward a Teacher’s Creed. Start reading John Dewey and Our Educational Prospect on your Kindle.
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John Dewey and our educational prospect: David T Hansen Publisher: State or province government publication: English View all editions and formats Rating: Subjects Dewey, John, -- Dewey, John, -- View all subjects More like this User lists Similar Items. Find a copy online Links to this item ebrary Table of contents Verlagsinformation.
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Allow this favorite library to be seen by others Keep this favorite library private. Find a copy in the library Finding libraries that hold this item Government publication, State or province government publication, Internet resource Document Type: Yondorf, my 12th grade English teacher who was extraordinary, even though she was low-key, an undramatic person with a soft voice.
New From the Center of Dewey Studies | Center for Dewey Studies | SIU
She had a relentless passion for the novels we were reading and modeled how to read literature carefully. She was just terrific. In your book entitled Exploring the Moral Heart of Teaching: When a teacher is engaged like that, as Mrs. Yondorf was, the person really comes to occupy the role of teacher.
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But what we can do in teacher education programs is create a set of experiences for would-be teachers so that over the course of time, they come into a deep connection with this vision of teaching. Among those many determinants of how students learn, you emphasize a particular attitude of responsibility that teachers must have when you write in The Moral Heart of Teaching about the responsibility teachers have to present themselves as fully engaged persons in the classroom.
If I may quote you: All of this threatens to drive out the richer sense of what it means to become educated and what it means to teach as well. But the knowledge of the teacher is still central. What is the link between knowledge and imagination and how can we nurture both in young people? First of all, we have to reflect on the meaning of knowledge and realize that there is a distinction between knowledge and information. Knowledge is larger than that. And the verb to know points to something much deeper and richer than facts and information. The French have two different verbs: Philosophies in Practice , you take some time to define the meaning of another word: For an idea to be dynamic or in movement does not imply it lacks substance or power.
But if we harden ideas we literally cement thinking in place, which is anti-educational and anti-humane. Living ideas evolve and grow, just as do human beings. In a genuinely democratic society the very meaning of the concept will undergo transformation.
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- John Dewey and our educational prospect: a critical engagement with Dewey's Democracy and education.
- Fall To Grace.
An idea is not a fact; it needs to be alive and open to question. Are educational ideas particularly open to question for some reason? I think all human practices — like teaching and nursing, for example — are open to this criticism. And so there is a necessary space for dialogue and conversation where multiple points of view are expressed. We just express our position and go home.
The Quest for Personhood
One of the best things about Ethical Visions of Education is that, in many ways, it represents a commitment to keep intelligent conversation going. The University of Melbourne Library. Open to the public. Open to the public vtls; These 2 locations in New South Wales: These 2 locations in Victoria: These 2 locations in Western Australia: Open to the public Book English Show 0 more libraries None of your libraries hold this item.
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