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
... future. Indeed Paolo Freire, a theorist of education, once reminded us 'that to think of history as possibility is to recognize education as possibility. It is to recognize that if education cannot do everything, it can achieve some ...
... future. Indeed Paolo Freire, a theorist of education, once reminded us 'that to think of history as possibility is to recognize education as possibility. It is to recognize that if education cannot do everything, it can achieve some ...
Стр. 4
... future citizens ; and , to suggest how university teachers might develop their capacity to work collectively and ... futures for university pedagogy might be constructed . The book is structured as follows . The next two PEDAGOGY AND THE ...
... future citizens ; and , to suggest how university teachers might develop their capacity to work collectively and ... futures for university pedagogy might be constructed . The book is structured as follows . The next two PEDAGOGY AND THE ...
Стр. 8
... future. I have sought a legitimate theoretical framework that endorses my beliefs about the nature and purpose of university education in con- temporary society. Further, I want to articulate relationships between shifts and movements ...
... future. I have sought a legitimate theoretical framework that endorses my beliefs about the nature and purpose of university education in con- temporary society. Further, I want to articulate relationships between shifts and movements ...
Стр. 9
... future. 'Critical' refers not only to a critique of social condi- tions, but also to Kant's idea of self-reflective examination of the limits and validity of our own knowledge and understandings. Critique involves reflection on what we ...
... future. 'Critical' refers not only to a critique of social condi- tions, but also to Kant's idea of self-reflective examination of the limits and validity of our own knowledge and understandings. Critique involves reflection on what we ...
Стр. 11
... future re- configuring of university pedagogic practice and policy. I hope that the subtleties and usefulness of these concepts will be clarified as the book proceeds. Critiques of Habermas Since I make extensive use of Habermas's ideas ...
... future re- configuring of university pedagogic practice and policy. I hope that the subtleties and usefulness of these concepts will be clarified as the book proceeds. Critiques of Habermas Since I make extensive use of Habermas's ideas ...
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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