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Teach Yourself Ethics
by Mel ThompsonDo you need an introduction to the main ethical theories? Would you like to understand current ethical issues? Do you want to develop your own moral awareness? From altruism to utilitarianism and Nietzsche to Marx, Ethics is a jargon-free introduction to key ethical theories and thinkers. It covers both the contribution of the major world religions to this fascinating subject as well as clear, thought-provoking discussions of applied ethics. The contemporary examples and issues in this latest edition ensure that this book challenges and engages you. Why not try, Philosophy, Psychology, Globalization, Philosophy of Mind, or visit www.books.mcgraw-hill.com? Book jacket.
Teach Yourself Jung
by Ruth SnowdenCarl Jung (1875-1961) was a Swiss psychologist and psychiatrist who is famous for founding a new system of psychology that he called 'analytical psychology'. Jung has gradually acquired a huge following and many therapists today are trained in the Jungian method. However, his work also contains many important insights into the lives of humankind, far beyond the field of therapy, that have only recently begun to be more widely understood. He was one of the first great thinkers to try and bridge gaps between the thinking of East and West, Christian and pagan. He demonstrated ways in which Western culture, so bound up in science and logic, was often sadly deficient in the spiritual awareness and subjective insight shown in other cultures and at other times in history. This book provides a general introduction to both Jung and his work, and the section at the end, Taking it further, suggests ways in which you can continue your study of this fascinating and great thinker.
Teach Yourself Marx
by Gill HandsUnderstand Marx inside and out. Groundbreaking and far-reaching as they are, the theories and ideas of Karl Marx are often confusing. Teach Yourself Marx, however, makes clear sense of them all, providing you with easy-to-understand explanations of Marx's views on philosophy, materialism, economics, revolution, and the class struggle. You will be up to speed on the father of communism's ideas and influence in no time at all.
Teach Yourself Philosophy of Religion
by Mel ThompsonThe philosophy of religion examines the general ideas and principles upon which religion is based. It takes the beliefs that religious people hold to be true. The philosophy of religion is not just about logical arguments but about the meaning and significance religion has in people's lives, and what it is that leads some people to follow and others to reject a religion. The philosophy of religion takes religious beliefs and asks how they are to be understood, if they make sense, and if they fit with the rest of our knowledge of the universe.
Teachability and Learnability: Can Thinking Be Taught? (Routledge International Studies in the Philosophy of Education #40)
by Paul FairfieldDeep disagreements exist regarding what thinking and critical thinking are and to what extent they are teachable. Thinking is learned in some measure by all, but not everything that is learnable is also teachable in an institutional setting. In questioning the relationship between teachability and learnability, Fairfield investigates the implications of thinking as inquiry, education as the cultivation of agency, and self-education. By challenging some of the standard conceptions of thinking, the author explores the limits of teachability and advances critiques of standardized tests, digital learning technologies, and managerialism in education.
The Teacher: Theory and Practice in Teacher Education (Routledge Library Editions: Philosophy of Education #15)
by Allen T. PearsonIt is widely agreed that teacher education must consist of two general components. There is a knowledge component which contains specialized subject matter knowledge, and a practical component in which intending teachers develop skills and abilities. In this original and compelling work, first published in 1989, Pearson attempts to examine the connection between the two. This title will be of interest to students of education.
The Teacher and the Teenage Brain
by John ColemanThe Teacher and the Teenage Brain is essential reading for all teachers and students of education. This book offers a fascinating introduction to teenage brain development and shows how this knowledge has changed the way we understand young people. It provides a critical insight into strategies for improving relationships in the classroom and helping both adults and teenagers cope better with this stage of life. Dr John Coleman shows how teachers and students can contribute to healthy brain development. The book includes information about memory and learning, as well as guidance on motivation and the management of stress. Underpinned by his extensive work with schools, Dr Coleman offers advice on key topics including the importance of sleep, the social brain, moodiness, risk and risk-taking and the role of hormones. This book is extensively illustrated with examples from classrooms and interviews with teachers. It explicitly links research and practice to create a comprehensive, accessible guide to new knowledge about teenage brain development and its importance for education. Accompanied by a website providing resources for running workshops with teachers and parents, as well as an outline of a lesson plan for students, The Teacher and the Teenage Brain offers an innovative approach to the understanding of the teenage brain. This book represents an important contribution to teacher training and to the enhancement of learning in the classroom.
The Teacher and the World: A Study of Cosmopolitanism as Education (Teacher Quality and School Development)
by David T. HansenWinner of the 2013 American Educational Studies Association's 2013 Critics Choice Award! Teachers the world over are seeking creative ways to respond to the problems and possibilities generated by globalization. Many of them work with children and youth from increasingly varied backgrounds, with diverse needs and capabilities. Others work with homogeneous populations and yet are aware that their students will encounter many cultural changes in their lifetimes. All struggle with the contemporary conditions of teaching: endless top-down measures to manipulate what they do, rapid economic turns and inequality in supportive resources that affect their lives and those of their students, a torrent of media stimuli that distract educational focus, and growth as well as shifts in population. In The Teacher and the World, David T. Hansen provides teachers with a way to reconstruct their philosophies of education in light of these conditions. He describes an orientation toward education that can help them to address both the challenges and opportunities thrown their way by a globalized world. Hansen builds his approach around cosmopolitanism, an ancient idea with an ever-present and ever-beautiful meaning for educators. The idea pivots around educating for what the author calls reflective openness to new people and new ideas, and reflective loyalty toward local values, interests, and commitments. The book shows how this orientation applies to teachers at all levels of the system, from primary through university. Hansen deploys many examples to illustrate how its core value, a balance of reflective openness to the new and reflective loyalty to the known, can be cultivated while teaching different subjects in different kinds of settings. The author draws widely on the work of educators, scholars in the humanities and social sciences, novelists, artists, travellers and others from both the present and past, as well as from around the world. These diverse figures illuminate the promise in a cosmopolitan outlook on education in our time. In this pioneering book, Hansen has provided teachers, heads of school, teacher educators, researchers, and policy-makers a generative way to respond creatively to the pressure and the promise of a globalizing world.
Teacher As Stranger: Educational Psychology for the Modern Age
by Maxine GreeneTeacher as Stranger" is for the teacher or teacher-to-be as a detailed philosophical look at teaching and education through essays examining: "Being and Learning", "Knowledge: Science and Subjectivity", "Approaches to Truth and Belief", "Moral Dilemmas and Commitments", etc.
Teacher Development Policy in China: Multiple Dimensions (Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices)
by Jian Li Eryong XueThis book comprehensively explores the teacher development policy in China from multiple dimensions. It examines the leading value of 'Four Good Teachers', teacher salary management policy, teacher evaluation policy, teachers’ professional title appointment policy, teachers’ ethic policy in China’s education system, 'County management and school recruitment' policy in teacher management, teachers’ honor recognition policy, and teachers’ qualification management and policy in China. This book not only shares in-depth understanding to epitomize teacher development policies in China contextually, but also provides specific suggestions to address various challenges of teacher development policies both nationally and locally.
Teacher Education and Its Discontents: Politics, Knowledge, and Ethics (Local/Global Issues in Education)
by Anne M. Phelan Gunnlaugur Magnússon Stephen Heimans Ruth UnsworthThis unique collection of essays from researchers and teacher educators from around the world presents innovative approaches to education theory, critical policy analyses, de-colonializing reformulations of teacher education and a “standard of dissensus” for teacher education.This first volume from the International Teacher Education Research Collective (ITERC) illustrates common themes and problems in the politics of education, in particular, standardization, marketization, governance and policy in education, with both country-specific cases and generally formulated theoretical discussions. The book has three primary aims: to illustrate and critique the ethical, epistemological and political discourses shaping teacher education; to identify and unravel the entanglements of politics, knowledge and ethics in teacher education in a range of international settings; and to revitalize teacher education by proposing and exploring alternative modes of thought and practice. The volume contributes to further reflection and in-depth discussion in education, to the formulation of new areas for educational research and to critical resistance to hegemonic discourses of education.Making an important contribution to contemporary education discourse, this book is a useful guide for education researchers and theorists, teacher educators and postgraduate and higher degree research students in education.
Teacher Education as an Ongoing Professional Trajectory: Implications for Policy and Practice (Teacher Education, Learning Innovation and Accountability)
by Denise Mifsud Stephen P. DayThis edited book provides a critical re-reading of the concept of teacher education, in addition to a re-thinking of the sole focus on Initial Teacher Education (ITE), with implications for education policy, theory, and practice. This book presents new investigations that explore the concept of teacher education from ITE to retirement and how this is being enacted within the various distinct European and international education contexts. It demonstrates teaching and teacher education as a deeply contested field within European education and within the different national contexts of Europe. Contributions in this book expose teacher education as a continuum of teacher learning that is set off from the beginning of the teachers’ own schooling and continues throughout their entire teaching career. The chapters deal with various issues, namely teacher induction and mentoring; teacher agency; teachers as researchers; the role of the head teacher; schools as learning communities; and distinct ITE practices. It is intended for postgraduate students and researchers with an interest in teaching and teacher education, educational policies and politics, and educational philosophy, as well as practitioners.
Teacher Education for Critical and Reflexive Interculturality
by Fred Dervin Andreas JacobssonThis book deals with the importance of interculturality in teacher education and training. It is mostly through the concept of intercultural competence that interculturality has been constructed and problematized for educators. However, different approaches and paradigms are available and differ and/or share similarities in terms of ideology, method, practice, theoretical frameworks, and ethical considerations. There is no global agreement on the meanings of interculturality in teacher education and training, although some principles might be common across national borders. There is thus a need for educators to consider these aspects of interculturality in education to be able to become better teachers in a diverse world like ours.
Teacher Education in Globalised Times: Local Responses in Action
by Jillian Fox Colette Alexander Tania AsplandThis book provides commentary on the influence of multi-layered political contexts that surround the work of teacher educators worldwide. It addresses the drawbacks of the massification, standards-based movements and marketisation of universal business that threaten authenticity, innovation and entrepreneurship within teacher education on a global scale. The chapters celebrate the richly described local stories that explore the often tacit political activity that underpins teacher educators’ work. The book highlights the commitment of both teachers and teacher educators to social justice, and human rights and critical consciousness as central to the process of teacher development. Teacher formation, teacher education policies and curriculum development in an era of globalisation, super-diversity and the positioning of Indigenous populations, and national regulation and localisation are topics that are explored in this book.
Teacher Education in Professional Learning Communities: Lessons from the Reciprocal Learning Project (Intercultural Reciprocal Learning in Chinese and Western Education)
by Xuefeng HuangThis book explores the unique experiences of a sister school network in Canada and China contextualized through the lens of the Reciprocal Learning Project, which supports the relationship between a school network and teacher education exchange program of two countries. Huang uses theoretical viewpoints from teacher learning and comparative education research to analyse and interpret what has happened in the emerging cross-cultural school network. The book juxtaposes teacher learning and comparative education research from Shanghai and Ontario as teachers in the two places interact and provides detailed descriptions of teacher collaboration to show how these collaborations were initiated, developed, and sustained, as well as the impact brought about from these collaborations. The book offers a unique opportunity to examine how Canadian and Chinese teachers receive and react to opportunities of cross-cultural collaboration and learning.
Teacher Professional Learning in an Age of Compliance
by Susan Groundwater-Smith Nicole MocklerTeacher Professional Learning in an Age of Compliance: Mind the Gap examines ways in which practice-based inquiry in educational settings, in a number of different countries and contexts, can transcend current ways of working and thinking such that authentic professional learning is the result. The authors contend that education policy, under pressure from a number of quarters, is retreating into a standardized, audited, and backward-looking arena, with the advances of more progressive educational philosophy being rolled back. In an age where practitioner inquiry and action research have often been 'hijacked' for the purposes of broad-based policy implementation, this book offers a rationale for reclaiming the critical edge so fundamental to inquiry-based professional learning. It examines the potential of inquiry-based forms of teacher professional learning to contribute to the growth of professional knowledge for and about teachers' work. The authors intend that the book will assist in building new forms of professional knowledge that go beyond the current compliance model - engineered from less enduring materials - to inform a new model with its foundations in a strong ethical and moral framework. They also believe that this new model, if implemented, will help to reverse today's conservative educational trends and make teacher professional development a force for genuine progress once again. They have consciously moved away from the celebratory tone of much of the academic reporting of teacher professional learning, adopting instead a genuinely critical edge. In covering a wide range of policies and practices from across the international spectrum, they have allowed themselves the freedom to engage in serious epistemological arguments about the nature of professional knowledge, as well as how it is constructed and employed.
Teacher Strategies: Explorations in the Sociology of the School (Routledge Library Editions: Education)
by Peter WoodsThis book takes as its focus the key interactionist concept of ‘strategy’, a concept fundamental to many current concerns in the sociology of the school, including the understanding of the links between society and the individual, a more accurate description of certain areas of school life and implications for the practice of teaching. ‘Strategy’ bears on all these issues. It concerns both goals, and ways of achieving them and short-term, immediate aims as well as long-term ones. The essays in this book share a common concern with teacher strategies, emphasizing the discovery of intentions and motives, alternative definitions of situations and the hidden rules that guide our behaviour. Amongst the areas investigated are the influence of factors outside the school in determining the role of the teacher, and the nature and influence of teacher commitment. The implications for practical action and policy making are stressed throughout, and by recognising and exploring the constraints and influences that operate on teachers, this work constructs a realistic appraisal of the teaching situation.
Teacher Training and the Education of Black Children: Bringing Color into Difference (Routledge Research in Education #110)
by Uvanney MaylorThis book is designed to challenge dominant educational discourses on the underachievement of Black children and to engender new understandings in initial teacher education (ITE) about Black children's education and achievement. Based in empirical case study work and theoretical insights drawn from Bourdieu, hooks, Freire, and Giroux, Maylor calls for Black children’s underachievement to be (re)theorised and (re)conceptualised within teacher education, and for students and teachers to become more "race"- and "difference"-minded in their practice.
The Teacher You Want to Be: Essays about Children, Learning, and Teaching
by Alfie Kohn Matt Glover Ellin Oliver KeeneThis book is about bringing the education we want for our own children to all. It is focused on a set of strongly held beliefs that drive the actions of educators every day. Each chapter of the book is focused on a single belief and invites readers to consider what they can do to help children attend schools based on the true, authentic expressions of their teachers' beliefs. Contributions include essays by many prominent educators including Sir Ken Robinson, Deborah Meier and Thomas Newkirk. Please click on the contents tab below for a list of all 18 contributors.
Teachers and Crisis: Urban School Reform and Teachers' Work Culture (Routledge Library Editions: Urban Education #1)
by Dennis CarlsonAdvocates of the ‘back-to-basics’ movement argue that a basic skills programme ensures that students are educated to a minimum level of literacy required to enter the labour force. Critics charge that these efforts only increase school bureaucracy and undermine teachers’ autonomy in the classroom. First published in 1992, this book moves beyond the rhetoric surrounding the basic skills debate by providing a thorough yet critical examination of urban education, urban school reform, and teachers’ work culture. Beginning with a sparkling theoretical discussion of the problems and pitfalls of back-to-basics reform efforts, author Dennis Carlson argues persuasively that the movement’s exclusive emphasis on functional literacy skills rather than higher-order thinking assures that students will remain on the lower rungs of the socio-economic ladder. He then proceeds with an empirical study of two urban high school districts in which he documents the latent effects of back-to-basics on teachers’ work lives as well as staff-administration clashes over efforts to implement restructuring programmes. This book offers a sensible and sophisticated treatment of some of the important issues facing urban education and will be of great interest to anyone working in Education.
Teachers and Teaching: Time and the Creative Tension
by Kaustuv RoyAgainst the backdrop of a historical debate between science and philosophy with regard to the nature of time, this book argues that our commonsense understanding of time is inadequate—especially for education. Teachers’ work is heavily imbued with the effects of clock time, and yet there is another time—duration—which remains out of sight precisely because our sights are filled with temporal things and projections of futurality. The book rests primarily on Henri Bergson’s work on time, and works toward intuition as phenomenological method for the discovery of a creative time in experience.
Teachers as Cultural Workers
by Paulo FreireIn Teachers as Cultural Workers, Freire speaks directly to teachers about the lessons learned from a lifetime of experience as an educator and social theorist. Freire’s words challenge all who teach to reflect critically on the meaning of the act of teaching as well as the meaning of learning. He shows why a teacher’s success depends on a permanent commitment to learning and training, as part of an ongoing appraisal of classroom practice. By opening themselves to recognition of the different roads students take in order to learn, teachers will become involved in a continual reconstruction of their own paths of curiosity, opening the doors to habits of learning that will benefit everyone in the classroom. In essays new to this edition, well-known and respected educators Peter McLaren, Joe Kincheloe, and Shirley Steinberg add their reflections on the relevance of Freire’s work to the study and practice of education across the globe.
Teachers as Cultural Workers
by Paulo FreireIn Teachers as Cultural Workers, Freire speaks directly to teachers about the lessons learned from a lifetime of experience as an educator and social theorist. Freire’s words challenge all who teach to reflect critically on the meaning of the act of teaching as well as the meaning of learning. He shows why a teacher’s success depends on a permanent commitment to learning and training, as part of an ongoing appraisal of classroom practice. By opening themselves to recognition of the different roads students take in order to learn, teachers will become involved in a continual reconstruction of their own paths of curiosity, opening the doors to habits of learning that will benefit everyone in the classroom. In essays new to this edition, well-known and respected educators Peter McLaren, Joe Kincheloe, and Shirley Steinberg add their reflections on the relevance of Freire’s work to the study and practice of education across the globe.
Teachers as Cultural Workers: Letters to Those Who Dare Teach
by Paulo FreireThis book challenges all who teach to reflect critically on the meaning of the act of teaching as well as the meaning of learning. Freire speaks directly to teachers about lessons he has learned during a lifetime of experience as an educator.
Teachers As Cultural Workers
by Paulo FreireIn Teachers as Cultural Workers, Freire speaks directly to teachers about the lessons learned from a lifetime of experience as an educator and social theorist. Freire's words challenge all who teach to reflect critically on the meaning of the act of teaching as well as the meaning of learning. He shows why a teacher's success depends on a permanent commitment to learning and training, as part of an ongoing appraisal of classroom practice. By opening themselves to recognition of the different roads students take in order to learn, teachers will become involved in a continual reconstruction of their own paths of curiosity, opening the doors to habits of learning that will benefit everyone in the classroom.In essays new to this edition, well-known and respected educators Peter McLaren, Joe Kincheloe, and Shirley Steinberg add their reflections on the relevance of Freire's work to the study and practice of education across the globe.