By David L. Coulter, John R. Wiens, Gary D. Fenstermacher
This ebook displays the editors; matters that too many public discussions of schooling are ruled through too few principles, and is meant to function one of those instruction manual in case you desire to input the dialog approximately schooling a piece of amazing scholarship available to the overall reader a different number of essays written via the world over famous and rising thinkers from the sphere of schooling and similar disciplines individuals, between others, contain Anthony Appiah (Princeton); Seyla Benhabib (Yale); Eamonn Callan (Stanford); Joseph Dunne (St. Patrick’s collage, Ireland); Kieran Egan (Simon Fraser); Ursula Franklin (Toronto); Nel Noddings (Stanford); Martha Nussbaum (Chicago) and Diane Ravitch (New York)
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Additional resources for Why Do We Educate: Renewing the Conversation (107th Yearbook of the National Society for the Study of Education, Volume I)
In fact, even this kind of integration might achieve only limited results. 23 So-called traditional methods of teaching—chalk and talk, recitation, textbook review, prepared notes, and the rest—have survived, despite all the assaults launched against them over the last hundred years or so, because they serve a useful purpose. They ensure coverage of prescribed content; they help to maintain order and control and a sense of purpose while also guaranteeing a certain predictability in the classroom; they prepare students for tests and examinations; they make lesson planning and delivery manageable.
And, of course, it provided a useful foundation, and indeed a studentgenerated study-guide, for research into Athens and Sparta as examples of human communities in the past, while also providing a platform for the exploration of that distinctively historical question: How do we know what we think we know about the past and how reliable is our knowledge? Pericles’ Funeral Oration, the battle of Marathon, the trial and execution of Socrates, the Persian Wars, and all other such set-pieces of Greek history came to life because they were placed in a particular context and illuminated a question of continuing interest and importance that also had considerable bearing on students’ lives: what is osborne 39 or should be the relationship of individuals to the wider community in which they live and to what extent should that community direct the lives of its members?
Cited in Lyn Pykett, Wilkie Collins (Oxford: Oxford University Press, 2005), 4. 2. George Wrong, “The Teaching of the History and Geography of the British Empire,” Canadian Historical Review 5 (1924): 306. 3. The references are to Angela McRobbie, Feminism and Youth Culture (New York: Routledge, 2000); Julie Bettie, Women without Class: Girls, Race and Identity (Berkeley: University of California Press, 2003); Paul Willis, Learning to Labour: How Working Class Kids Get Working Class Jobs (Farnborough: Saxon House, 1976); and Douglas E.
Why Do We Educate: Renewing the Conversation (107th Yearbook of the National Society for the Study of Education, Volume I) by David L. Coulter, John R. Wiens, Gary D. Fenstermacher