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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... experience as the development of communicative reason Intellectualizing university teaching and student learning Creating the environment for critical pedagogy University pedagogy for justice, communication and reason References Index ...
... experience as the development of communicative reason Intellectualizing university teaching and student learning Creating the environment for critical pedagogy University pedagogy for justice, communication and reason References Index ...
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... . 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 of university teachers and students. UNIVERSITY PEDAGOGY FOR A BETTER WORLD.
... . 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 of university teachers and students. UNIVERSITY PEDAGOGY FOR A BETTER WORLD.
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Critical Theory and Practice Monica McLean. the everyday lives and experiences of university teachers and students. Empirical examples will be drawn from research undertaken in higher education settings, many are from the UK higher ...
Critical Theory and Practice Monica McLean. the everyday lives and experiences of university teachers and students. Empirical examples will be drawn from research undertaken in higher education settings, many are from the UK higher ...
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... experiences – founded on general principles of practice – that might produce such students. The main concern of Chapter 7 is to delineate a critical pedagogy that is acceptable to academic teachers themselves but also to government and ...
... experiences – founded on general principles of practice – that might produce such students. The main concern of Chapter 7 is to delineate a critical pedagogy that is acceptable to academic teachers themselves but also to government and ...
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... experience of individual and groups of students and academic teachers (micro level). Critical theory provides me with the macro-level lens that can guide my project at all levels. The name 'critical theory' is associated with the ...
... experience of individual and groups of students and academic teachers (micro level). Critical theory provides me with the macro-level lens that can guide my project at all levels. The name 'critical theory' is associated with the ...
Содержание
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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