By George Allan, Malcolm D. Evans
This publication of twelve essays applies the holistic theories of strategy philosophy to the academic demanding situations that lecturers face in today’s complexly altering international. themes variety from employees improvement to spirituality, exploring problems with pupil and instructor motivation, developmental phases of studying, imaginitive considering and writing, nourishing relationships, ethical and environmental schooling, and the advance of hospitable studying environments. Philosophy of schooling (PHED) welcomes lower than its interdisciplinary and cosmopolitan umbrella books on modern, recurrent, conventional, and non-traditional subject matters within the philosophy of schooling.
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Extra info for A Different Three Rs for Education: Reason, Relationality, Rhythm (Value Inquiry Book Series 176)
We may appreciate our admirers at first merely because they appreciate us, or because they have the authority to recognize the quality of our achievements. Eventually, however, we may come to admire these admirers for themselves, for their admirable qualities, and for the intrinsic worth of the goals they admire. Instead of valuing others as instruments by which we can attain our ends, we recognize their worth as akin to our own. Their virtues are an expression of the same qualities of humanity as ours are.
In this On Learning to be Good 41 way the World receives its persuasion toward such perfections as are possible for its diverse individual occasions” (1933, 296). We have progressed significantly in our moral maturing when we sense that we are part of this unity of adventure, that our dreams and our efforts to realize them are part of a shared enterprise—what Loren Eisley calls “the immense journey” of our species, our planet, and our cosmos into the unknown. 4. Socratic Goading If being good is not a value but a virtue, then the teacher’s task is to discomfort students with respect to their current moral condition.
Whitehead showed that the predominant character of the learning of young children, and the secret of its joy and success amidst all difficulties, is what he calls “romance” (1929, pp. 15–21). ” Generalization evokes a new romance stage and so a new three-stage cycle begins. Under circumstances favorable to this pattern, intelligence is at its peak effectiveness, and experience is intensely alive. The loss is incalculable to teachers, to students, and eventually to the whole society, that Whitehead’s ideas on romance as the proper departure for any learning and development have been largely ignored in school and university pedagogy.