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. |
Результаты поиска по книге
Результаты 1 – 5 из 37
Стр. 2
... important and influential writers on critical education. Of the many books he wrote about the theory and practice of critical pedagogy? the most well known and influential is Pedagogy ofthe Oppressed (1972a, 1996) which sets out ...
... important and influential writers on critical education. Of the many books he wrote about the theory and practice of critical pedagogy? the most well known and influential is Pedagogy ofthe Oppressed (1972a, 1996) which sets out ...
Стр. 3
... important lens for understanding the world and for guiding action; above all, they want their students to be critical thinkers. So there are grounds for thinking that university pedagogy can be yoked to contemporary society in the ...
... important lens for understanding the world and for guiding action; above all, they want their students to be critical thinkers. So there are grounds for thinking that university pedagogy can be yoked to contemporary society in the ...
Стр. 7
... important resource for thinking about what is currently wrong with university pedagogy and what can be done to improve it. Next I justify why, of all critical theorists, my choice is to focus on Jiirgen Habermas and I sketch the ...
... important resource for thinking about what is currently wrong with university pedagogy and what can be done to improve it. Next I justify why, of all critical theorists, my choice is to focus on Jiirgen Habermas and I sketch the ...
Стр. 9
... important to be quite clear that critical theory does not aim to produce definitive knowledge, nor does it posit straightforward, inevitable progress. Critical theory constructs arguments, which should always be kept open, about how we ...
... important to be quite clear that critical theory does not aim to produce definitive knowledge, nor does it posit straightforward, inevitable progress. Critical theory constructs arguments, which should always be kept open, about how we ...
Стр. 12
Извините, доступ к содержанию этой страницы ограничен..
Извините, доступ к содержанию этой страницы ограничен..
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 | |
Другие издания - Просмотреть все
Часто встречающиеся слова и выражения
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