Search results for: Values
Page 2/2 17 items
This article challenges the idea that the guarantee for democracy lies in the existence of a properly educated citizenry and argues that we should shift our attention from questions about the conditions of democracy to questions about the nature of political existence. The argument is developed through a critical discussion with the work of Hannah Arendt. The main conclusion of the article is that democratic education should not be seen as the preparation of citizens for their future participation in political life. Rather, it should focus on creating opportunities for political existence inside and outside schools.
Updated: May. 25, 2010
The central argument of this essay is that Montessori teacher training offers a unique perspective on professional preparation, which is grounded in the core values—and paradoxes—of Montessori education. The author highlights three concepts—culture, craft, and coherence—that are common to the lexicon of teacher education but experienced distinctively in Montessori education. The essay probes several conceptual puzzles aimed toward reconsidering key ideas related to the development of cultural and technical expertise.
Updated: Mar. 14, 2010
In this article, the authors describe a cosmopolitan orientation toward the place of values in human life. The authors argue that a cosmopolitan outlook can assist people in engaging the challenges of being thrown together with others whose roots, traditions, and inheritances differ. The authors show that cosmopolitanism illuminates how people everywhere can retain individual and cultural integrity while also keeping themselves open to the larger world. The authors examine three arts, or artful methods, that can fuel this orientation. The authors show how these arts can be cultivated continuously through education.
Updated: Jan. 12, 2010
The article develops insights from Woodruff’s book (2001),'Reverence: Renewing a Forgotten Virtue' to discuss reverence in teaching. The purpose of the article is to understand spiritual dimensions of teaching by elucidating the cardinal and forgotten virtue of reverence. The study considers how the virtue of reverence is supported by appropriate classroom ritual and ceremony and discusses several examples of reverence and irreverence in classroom teaching. The authors conclude that to be reverent is to realize that we as humans are limited and imperfect, and the proper reaction to this state is humility, awe, and wonder.
Updated: Mar. 18, 2009
The goal of this research is to examine teachers’ perceptions of their practice of values education, and to explore their degree of professionalism in this matter. Qualitative interviews with 13 teachers have been conducted and analyzed by a comparative analysis.
Updated: Jan. 26, 2009
'Yes, but if we have Students Think All Day When Will We Get Anything Done?': Two Conceptual Resources to Engage Students in Democratically Dangerous Teaching
The article reviews the politics of curriculum reform, and scholars who address the 'social efficiency' agenda in education. The author examines two strong examples of literature in 'authentic' practices as a curriculum conversation contesting this agenda.
Updated: Nov. 23, 2008
Local Heroes, Narrative Worlds and the Imagination: The Making of a Moral Curriculum Through Experiential Narratives
Concern about the impact of narrative worlds and their heroes offered by the media prompted research on encounters with moral models in experiential, narrative curricula. Researchers tracked the extension of a mandated Language Arts curriculum on 'heroes' through the experiential narratives of four local heroes chosen collaboratively by teacher, students and researcher. They also elicited and analyzed responses from students to these narrative presentations in order to explore how students understood the narrative worlds presented to them.
Updated: Mar. 02, 2008