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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Стр. 1
... social change and as the vehicle for reproducing existing social hier- archies. This book takes the first view and focuses on university education. The main question that it addresses is: How can university teachers practise pedagogy ...
... social change and as the vehicle for reproducing existing social hier- archies. This book takes the first view and focuses on university education. The main question that it addresses is: How can university teachers practise pedagogy ...
Стр. 2
... social inequities, nonetheless, Freire's ideas are applicable to other contexts. He insisted that education is always political; and – because all educational policies and practices either enable or constrain injustices – that every ...
... social inequities, nonetheless, Freire's ideas are applicable to other contexts. He insisted that education is always political; and – because all educational policies and practices either enable or constrain injustices – that every ...
Стр. 3
... 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 to inspire some readers ) . While I am aware that critical theory and pedagogy do not ...
... 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 to inspire some readers ) . While I am aware that critical theory and pedagogy do not ...
Стр. 4
... social forces . With respect to education , the historian , Brian Simon , explains the structure / agency problem by saying that since people constantly change their world , and by changing it change themselves ' the whole historical ...
... social forces . With respect to education , the historian , Brian Simon , explains the structure / agency problem by saying that since people constantly change their world , and by changing it change themselves ' the whole historical ...
Стр. 5
... social resources which could be mobilized in the service of critical pedagogy . Then two chapters lean towards critique by examining colonizing tendencies in the socio - cultural world of university learning and teaching . Chapter 4 ...
... social resources which could be mobilized in the service of critical pedagogy . Then two chapters lean towards critique by examining colonizing tendencies in the socio - cultural world of university learning and teaching . Chapter 4 ...
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