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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... improvement and equity; - selectively using other theoretical perspectives, either consonant or dissonant with Habermas's, to inform arguments and analysis as the book proceeds; - attempting to inter-relate the concrete details of ...
... improvement and equity; - selectively using other theoretical perspectives, either consonant or dissonant with Habermas's, to inform arguments and analysis as the book proceeds; - attempting to inter-relate the concrete details of ...
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... improve it. Next I justify why, of all critical theorists, my choice is to focus on Jiirgen Habermas and I sketch the conceptual framework drawn from his work which informs the book. Following on, I explain that a commitment to ...
... improve it. Next I justify why, of all critical theorists, my choice is to focus on Jiirgen Habermas and I sketch the conceptual framework drawn from his work which informs the book. Following on, I explain that a commitment to ...
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... improvement of university pedagogy has led me to seek a theory that provides a framework for critiquing current university pedagogic goals, practices and policies in a manner that will also generate ideas for the future. I have sought a ...
... improvement of university pedagogy has led me to seek a theory that provides a framework for critiquing current university pedagogic goals, practices and policies in a manner that will also generate ideas for the future. I have sought a ...
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... improving social conditions. Between them, the ideas of modernity as an unfinished project, the colonization of the life world and the mobilization of communicative reason and action provide the lenses for my analysis of the ...
... improving social conditions. Between them, the ideas of modernity as an unfinished project, the colonization of the life world and the mobilization of communicative reason and action provide the lenses for my analysis of the ...
Стр. 14
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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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