Pedagogy and the University: Critical Theory and PracticeBloomsbury Publishing, 13 июн. 2006 г. - Всего страниц: 200 The question of what form of pedagogy should be used at university is a complex and important one. So too is the question of how the contemporary university should develop. In this book Monica McLean advances fresh and lucid arguments concerning both. Drawing on the theories of Jurgen Habermas, she demonstrates how these two apparently disparate questions are in fact closely linked. In the process McLean provides unique insights into the relationship between macro- and micro- issues in higher education. |
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Стр. 3
... Habermas stresses the central role of solidarity in order to influence structures and systems . The device used to persuade readers that this is possible is to show how Habermas's theories play out in the everyday lives and experiences ...
... Habermas stresses the central role of solidarity in order to influence structures and systems . The device used to persuade readers that this is possible is to show how Habermas's theories play out in the everyday lives and experiences ...
Стр. 4
... Habermas's theory of the colonization of the lifeworld to explain how the imperatives of money and power distort university teaching and learning which is an area of human activity that relies on human relationships and communication ...
... Habermas's theory of the colonization of the lifeworld to explain how the imperatives of money and power distort university teaching and learning which is an area of human activity that relies on human relationships and communication ...
Стр. 5
... Habermas's position as a critical theorist and elaborates my conceptual framework , and Chapter 3 depicts the socio - historical circumstances in which academic teachers work and iden- tifies cultural and social resources which could be ...
... Habermas's position as a critical theorist and elaborates my conceptual framework , and Chapter 3 depicts the socio - historical circumstances in which academic teachers work and iden- tifies cultural and social resources which could be ...
Стр. 7
... Habermas and I sketch the conceptual framework drawn from his work which informs the book . Following on , I explain that a commitment to Habermas's critical theory leads me to propose a university pedagogy that aims to contribute to ...
... Habermas and I sketch the conceptual framework drawn from his work which informs the book . Following on , I explain that a commitment to Habermas's critical theory leads me to propose a university pedagogy that aims to contribute to ...
Стр. 9
... Habermas who was Adorno's assistant and in 1964 succeeded Horkheimer as professor of sociology and philosophy at the University of Frankfurt. I have used Habermas's work because he opens up the possibility of being simulta- neously ...
... Habermas who was Adorno's assistant and in 1964 succeeded Horkheimer as professor of sociology and philosophy at the University of Frankfurt. I have used Habermas's work because he opens up the possibility of being simulta- neously ...
Содержание
1 | |
7 | |
3 Sociohistorical options and constraints | 23 |
4 Accounting for pedagogic quality | 40 |
5 Pedagogic justice | 59 |
6 Student experience as the development of communicative reason | 78 |
7 Intellectualizing university teaching and student learning | 106 |
8 Creating the environment for critical pedagogy | 128 |
9 University pedagogy for justice communication and reason | 159 |
References | 171 |
185 | |
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