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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... action. It is bound up in the interplay between state and civil society shaping who we are, what we do, how we think and speak; and, what we receive from and give to society. The business of education is the creation and recreation of ...
... action. It is bound up in the interplay between state and civil society shaping who we are, what we do, how we think and speak; and, what we receive from and give to society. The business of education is the creation and recreation of ...
Стр. 3
... action; above all, they want their students to be critical thinkers. So there are grounds for thinking that university pedagogy can be yoked to contemporary society in the manner suggested by Freire, Apple and Giroux. The book is a ...
... action; above all, they want their students to be critical thinkers. So there are grounds for thinking that university pedagogy can be yoked to contemporary society in the manner suggested by Freire, Apple and Giroux. The book is a ...
Стр. 4
... action to propose goals for university education in contemporary society; - using the concept of communicative reason to suggest what attributes of mind and character university teachers might aim for in their students as future ...
... action to propose goals for university education in contemporary society; - using the concept of communicative reason to suggest what attributes of mind and character university teachers might aim for in their students as future ...
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... action. Chapter 6 proposes student subjects who are highly competent analytic and critical thinkers oriented towards solving problems in society and it explores the type of university pedagogic experiences – founded on general ...
... action. Chapter 6 proposes student subjects who are highly competent analytic and critical thinkers oriented towards solving problems in society and it explores the type of university pedagogic experiences – founded on general ...
Стр. 6
... Action for Freedom (1972b), Education: The Practice of Freedom (1973), Pedagogy in Progress (1978) and Pedagogy ofFreedom (1998). 3 See, for example, 1993,1995, 2004. 4 See, for example, 1981, 1983, 1988, 1989, 1992, 2001. 2 Critical ...
... Action for Freedom (1972b), Education: The Practice of Freedom (1973), Pedagogy in Progress (1978) and Pedagogy ofFreedom (1998). 3 See, for example, 1993,1995, 2004. 4 See, for example, 1981, 1983, 1988, 1989, 1992, 2001. 2 Critical ...
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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academic accounts action activity approach argues argument attempt become believe calls capacity challenge chapter claims collective communicative reason concept concern connection constructions context course critical pedagogy critical theory culture Delanty difficult disciplines discourse discussion draw economic effects engage evidence example experience expressed functions future goals groups Habermas Habermas’s Higher Education hope human ideal ideas identity important improve individual institutions intellectual interests interpretation issues kind knowledge learning lifeworld lives London Marxism matters means mind moral nature political possible practice Press principles problems produce professional progress questions rational Readings refers reflection relation requires responsibility role School skills social society structure suggest teaching technical tradition transformation understanding university education university pedagogy university teachers values