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. 1
... capacity for the benefit of individuals and for the benefit of society. Education is seen both as a force for social change and as the vehicle for reproducing existing social hier- archies. This book takes the first view and focuses on ...
... capacity for the benefit of individuals and for the benefit of society. Education is seen both as a force for social change and as the vehicle for reproducing existing social hier- archies. This book takes the first view and focuses on ...
Стр. 3
... capacity , I have heard and read a great deal about the struggle to teach : my strong impression is that the urge to teach well is insistent and that this motivation can be encouraged or discouraged by policies and systems . Moreover ...
... capacity , I have heard and read a great deal about the struggle to teach : my strong impression is that the urge to teach well is insistent and that this motivation can be encouraged or discouraged by policies and systems . Moreover ...
Стр. 4
... capacity to work collectively and creatively for pedagogic improvement and equity ; selectively using other theoretical perspectives , either consonant or dissonant with Habermas's , to inform arguments and analysis as the book proceeds ...
... capacity to work collectively and creatively for pedagogic improvement and equity ; selectively using other theoretical perspectives , either consonant or dissonant with Habermas's , to inform arguments and analysis as the book proceeds ...
Стр. 10
... capacity to pursue Enlight- enment ideals is based on the potential of language. He makes two major interrelated assumptions: first, that the purpose of language is to make meaning and reach understandings with others about these ...
... capacity to pursue Enlight- enment ideals is based on the potential of language. He makes two major interrelated assumptions: first, that the purpose of language is to make meaning and reach understandings with others about these ...
Стр. 12
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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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