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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Critical Theory and Practice Monica McLean. PEDAGOGY AND THE UNIVERSITY Critical Theory and Practice Monica McLean continuum I LONDON - NEW YORK Continuum International Publishing Group The Tower Building 80 Maiden Lane.
Critical Theory and Practice Monica McLean. PEDAGOGY AND THE UNIVERSITY Critical Theory and Practice Monica McLean continuum I LONDON - NEW YORK Continuum International Publishing Group The Tower Building 80 Maiden Lane.
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Critical Theory and Practice Monica McLean. Continuum International Publishing Group The Tower Building 80 Maiden Lane 11 York Road Suite 704 London New York SE1 7NX NY 10038 © Monica McLean 2006 All rights reserved. No part of this ...
Critical Theory and Practice Monica McLean. Continuum International Publishing Group The Tower Building 80 Maiden Lane 11 York Road Suite 704 London New York SE1 7NX NY 10038 © Monica McLean 2006 All rights reserved. No part of this ...
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... groups (where I first read Freire) and activism. More recently, I have been helped to think by colleagues at Keele ... group with whom I have researched and published about university teaching – Hannah Barker, Jo Bullard (and the eight ...
... groups (where I first read Freire) and activism. More recently, I have been helped to think by colleagues at Keele ... group with whom I have researched and published about university teaching – Hannah Barker, Jo Bullard (and the eight ...
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... groups' knowledge is legitimized, while other groups' knowledge is marginalized and how, in our times, business ethics drive what counts as official knowledge producing students who are passive consumers. He promotes the idea that ...
... groups' knowledge is legitimized, while other groups' knowledge is marginalized and how, in our times, business ethics drive what counts as official knowledge producing students who are passive consumers. He promotes the idea that ...
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... 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 'Frankfurt School' of neoMarxist ...
... 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 'Frankfurt School' of neoMarxist ...
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