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
... culture, society and personal identity. Systems of education comprise networks of workers, practices and policies for nurturing learning capacity for the benefit of individuals and for the benefit of society. Education is seen both as a ...
... culture, society and personal identity. Systems of education comprise networks of workers, practices and policies for nurturing learning capacity for the benefit of individuals and for the benefit of society. Education is seen both as a ...
Стр. 2
... cultural and socio-economic lenses. The analyses of both integrate local problems and global trends, and both have written extensively. Briefly, Apple3 reveals how curriculum is never neutral, how some groups' knowledge is legitimized ...
... cultural and socio-economic lenses. The analyses of both integrate local problems and global trends, and both have written extensively. Briefly, Apple3 reveals how curriculum is never neutral, how some groups' knowledge is legitimized ...
Стр. 5
... cultural world of university learning and teaching . Chapter 4 examines the detrimental effects on university teaching of managerial practices and of audit cultures , it also draws attention to the complicity of academics ; while ...
... cultural world of university learning and teaching . Chapter 4 examines the detrimental effects on university teaching of managerial practices and of audit cultures , it also draws attention to the complicity of academics ; while ...
Стр. 6
... Cultural Action for Freedom ( 1972b ) , Education : The Practice of Free- dom ( 1973 ) , Pedagogy in Progress ( 1978 ) and Pedagogy of Freedom ( 1998 ) . 3 See , for example , 1993,1995 , 2004 . 4 See , for example , 1981 , 1983 , 1988 ...
... Cultural Action for Freedom ( 1972b ) , Education : The Practice of Free- dom ( 1973 ) , Pedagogy in Progress ( 1978 ) and Pedagogy of Freedom ( 1998 ) . 3 See , for example , 1993,1995 , 2004 . 4 See , for example , 1981 , 1983 , 1988 ...
Стр. 9
... cultural pessimism of the older generation who were working and writing about the 'self-destruction of the enlightenment [in] the shadows cast by the ovens of Auschwitz' (Therborn, 1996, p. 55). Habermas's reconstruction of critical ...
... cultural pessimism of the older generation who were working and writing about the 'self-destruction of the enlightenment [in] the shadows cast by the ovens of Auschwitz' (Therborn, 1996, p. 55). Habermas's reconstruction of 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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