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 Also available from Continuum Teaching and Learning in Higher Education.
Critical Theory and Practice Monica McLean. PEDAGOGY AND THE UNIVERSITY Also available from Continuum Teaching and Learning in Higher Education.
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Critical Theory and Practice Monica McLean. Also available from Continuum Teaching and Learning in Higher Education – Linda Evans Lifelong Learning – Jim Smith and Andrea Spurling Widening Participation in Post-Compulsory Education – Liz ...
Critical Theory and Practice Monica McLean. Also available from Continuum Teaching and Learning in Higher Education – Linda Evans Lifelong Learning – Jim Smith and Andrea Spurling Widening Participation in Post-Compulsory Education – Liz ...
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... learning capacity for the benefit of individuals and for the benefit of society. Education is seen both as a force for social change and as the vehicle for reproducing existing social hierarchies. This book takes the first view and ...
... learning capacity for the benefit of individuals and for the benefit of society. Education is seen both as a force for social change and as the vehicle for reproducing existing social hierarchies. This book takes the first view and ...
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... learning, as well as the principles, policies and practices that shape pedagogic encounters. Sometime I draw on their work directly, but more often it is an indirect and pervasive influence. In the main, though, the framework for my ...
... learning, as well as the principles, policies and practices that shape pedagogic encounters. Sometime I draw on their work directly, but more often it is an indirect and pervasive influence. In the main, though, the framework for my ...
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... learning. Running through are the contentions that there is a dynamic relation between the university education of a country and its democratic ambitions; and that, while at present the relationship is weakened, it still exists and can ...
... learning. Running through are the contentions that there is a dynamic relation between the university education of a country and its democratic ambitions; and that, while at present the relationship is weakened, it still exists and can ...
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 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