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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... hope for constructing university pedagogy which might contribute to solving current and looming social problems. Even though I am cautious, telling a tentative tale by interlacing optimism with many caveats, my aim is to persuade (and my ...
... hope for constructing university pedagogy which might contribute to solving current and looming social problems. Even though I am cautious, telling a tentative tale by interlacing optimism with many caveats, my aim is to persuade (and my ...
Стр. 5
... hope for critical university pedagogy that can be found in Habermas's theory of communicative reason and action. Chapter 6 proposes student subjects who are highly competent analytic and critical thinkers oriented towards solving ...
... hope for critical university pedagogy that can be found in Habermas's theory of communicative reason and action. Chapter 6 proposes student subjects who are highly competent analytic and critical thinkers oriented towards solving ...
Стр. 9
... hope and contemptuous of idealism;1 and, on the other, are attracted to many varieties of irrationalities.2 Habermas's Enlightenment is an 'unfinished project' which 'would not merely promote the control of the forces of nature, but ...
... hope and contemptuous of idealism;1 and, on the other, are attracted to many varieties of irrationalities.2 Habermas's Enlightenment is an 'unfinished project' which 'would not merely promote the control of the forces of nature, but ...
Стр. 11
... 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, and I know that his work attracts censure as well as approbation, 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, and I know that his work attracts censure as well as approbation, I ...
Стр. 15
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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 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