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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... attempting to inter - relate the concrete details of everyday university learning and teaching with abstract theory about the social and political world by using empirical examples throughout ; and , articulating how alternative ...
... attempting to inter - relate the concrete details of everyday university learning and teaching with abstract theory about the social and political world by using empirical examples throughout ; and , articulating how alternative ...
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... attempts to generate knowledge from speculative attempts to understand the interwoven, interdependent nature of the human subject and the objective world. Such knowledge, Horkheimer argued, would lead to a critical understanding of ...
... attempts to generate knowledge from speculative attempts to understand the interwoven, interdependent nature of the human subject and the objective world. Such knowledge, Horkheimer argued, would lead to a critical understanding of ...
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... attempts at communication are distorted and the result is a range of pro- blems associated with loss of meaning and motivation. But the difficulties of colonization also invite resistance. The mobilization of communicative reason and ...
... attempts at communication are distorted and the result is a range of pro- blems associated with loss of meaning and motivation. But the difficulties of colonization also invite resistance. The mobilization of communicative reason and ...
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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 teachers argues argument audit become Brian Simon capacity challenge chapter citizenship claims cognitive shift colonization communicative action communicative reason concept construct university contemporary context critical discourse critical pedagogy critical theory critical university pedagogy critique culture of critical Delanty disciplines discussion economic Education and Open elite engage Enlightenment environment everyday example focus Frankfurt School functions global goals Habermas Habermas's Higher Education Higher Education Academy human ibid ideal ideas identity individual institutions intellectual interests Jan Parker Jerome Bruner Jürgen Habermas knowledge learners lecturers lifeworld London managerialism McLean means mind modernity moral Open University Open University Press political possible postmodern principles problems produce professional programme questions rational relation Research into Higher responsibility role skills social sociology student experience teaching and learning technical technical-rational tradition transformation understanding university education university teachers values versity