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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... university 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 ...
... university 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 ...
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Critical Theory and Practice Monica McLean. 1 University pedagogy for a better world Teaching is not only a job of ... teachers practise pedagogy which is attentive to how their students might as citizens of the future influence politics ...
Critical Theory and Practice Monica McLean. 1 University pedagogy for a better world Teaching is not only a job of ... teachers practise pedagogy which is attentive to how their students might as citizens of the future influence politics ...
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... teachers who are transforming intellectuals. The debt that I owe all these critical educators will be evident in the chapters that follow. The big ideas about resistance to inequities and the political and social potential of education ...
... teachers who are transforming intellectuals. The debt that I owe all these critical educators will be evident in the chapters that follow. The big ideas about resistance to inequities and the political and social potential of education ...
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... teachers who I have met want their students to understand the discipline they are studying as an important lens for understanding the world and for guiding action ... university teachers and students 3 UNIVERSITY PEDAGOGY FOR A BETTER WORLD.
... teachers who I have met want their students to understand the discipline they are studying as an important lens for understanding the world and for guiding action ... university teachers and students 3 UNIVERSITY PEDAGOGY FOR A BETTER WORLD.
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... university pedagogy by : exploring the socio - historical role of ... university teaching and learning which is an area of human activity that relies on human ... teachers might aim for in their students as future citizens ; and , to ...
... university pedagogy by : exploring the socio - historical role of ... university teaching and learning which is an area of human activity that relies on human ... teachers might aim for in their students as future citizens ; and , to ...
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