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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... teachers who have joined the courses I have taught at Keele and Oxford. I am especially grateful to those of this group with whom I have researched and published about university teaching – Hannah Barker, Jo Bullard (and the eight ...
... teachers who have joined the courses I have taught at Keele and Oxford. I am especially grateful to those of this group with whom I have researched and published about university teaching – Hannah Barker, Jo Bullard (and the eight ...
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Critical Theory and Practice Monica McLean. 1 University pedagogy for a better world Teaching is not only a job of work. A teacher is charged with waking students to the nature of reality, providing rigorous introduction to a certain ...
Critical Theory and Practice Monica McLean. 1 University pedagogy for a better world Teaching is not only a job of work. A teacher is charged with waking students to the nature of reality, providing rigorous introduction to a certain ...
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... teaching and why am I teaching it? and, How am I teaching and why this way? In whose interests am I teaching? Other significant scholars of critical pedagogy – mainly in relation to schooling in the US – are Michael Apple and Henry ...
... teaching and why am I teaching it? and, How am I teaching and why this way? In whose interests am I teaching? Other significant scholars of critical pedagogy – mainly in relation to schooling in the US – are Michael Apple and Henry ...
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... teaching . In this capacity , I have heard and read a great deal about the struggle to teach : my strong impression is that the urge to teach well is insistent and that this motivation can be encouraged or discouraged by policies and ...
... teaching . In this capacity , I have heard and read a great deal about the struggle to teach : my strong impression is that the urge to teach well is insistent and that this motivation can be encouraged or discouraged by policies and ...
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... teaching and learning which is an area of human activity that relies on human relationships and communication ; - using Habermas's theory of communicative action to propose goals for university education in contemporary society ; using ...
... teaching and learning which is an area of human activity that relies on human relationships and communication ; - using Habermas's theory of communicative action to propose goals for university education in contemporary society ; using ...
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