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Teaching and Studying the Americas: Cultural Influences from Colonialism to the Present
by Anthony B. Pinn, Caroline F. Levander & Michael O. EmersonThis book considers how interdisciplinary conversation, critique, and collaboration enrich and transform humanities and social science education for those teaching and studying traditional Americanist fields.
Teaching as Communication
by Bob HodgeGood teaching relies on a firm grasp of the communication process. In this innovative text Bob Hodge presents common pitfalls in the communication of teachers, and shows where they are most likely to mistake the communication of pupils. He uses practical examples which enable the reader to see an immediate and direct connection with classroom practises, making principles easier to understand and apply.
Teaching as Communication
by Bob HodgeGood teaching relies on a firm grasp of the communication process. In this innovative text Bob Hodge presents common pitfalls in the communication of teachers, and shows where they are most likely to mistake the communication of pupils. He uses practical examples which enable the reader to see an immediate and direct connection with classroom practises, making principles easier to understand and apply.
Teaching as the Practice of Wisdom (Critical Pedagogy Today)
by David SmithIn the spirit of Paulo Freire, this inspiring book deconstructs many of the 'gods' that define contemporary life, then offers hope through sources of traditional wisdom. It addresses important contemporary discourses in the political and social sciences in ways that are relevant to the personal and professional lives of teachers at all levels of educational practice. David G. Smith discusses the impacts on teachers' lives of neoconservativism, neoliberalism, the New Marxism, the emerging paradigm of Deep Politics, global Wisdom traditions, and more - and he reveals how teachers can creatively stand with or against these streams of influence. By clearly relating larger theoretical discussions in the social sciences to the policies and practices of teaching, Smith builds upon Freire's legacy. He also reaches beyond debates in Western scholarship, and accesses new theory from the global "South", from Buddhist and NeoConfucian traditions as well as the new African Renaissance stream known as Unhu/Ubuntu. This is a powerful work of educational theory and philosophy that contains useful advice for educators wishing to push back against conformity.
Teaching as the Practice of Wisdom (Critical Pedagogy Today)
by David SmithIn the spirit of Paulo Freire, this inspiring book deconstructs many of the 'gods' that define contemporary life, then offers hope through sources of traditional wisdom. It addresses important contemporary discourses in the political and social sciences in ways that are relevant to the personal and professional lives of teachers at all levels of educational practice. David G. Smith discusses the impacts on teachers' lives of neoconservativism, neoliberalism, the New Marxism, the emerging paradigm of Deep Politics, global Wisdom traditions, and more - and he reveals how teachers can creatively stand with or against these streams of influence. By clearly relating larger theoretical discussions in the social sciences to the policies and practices of teaching, Smith builds upon Freire's legacy. He also reaches beyond debates in Western scholarship, and accesses new theory from the global "South", from Buddhist and NeoConfucian traditions as well as the new African Renaissance stream known as Unhu/Ubuntu. This is a powerful work of educational theory and philosophy that contains useful advice for educators wishing to push back against conformity.
Teaching Business Ethics in the UK, Europe and the USA: A Comparative Study (Bloomsbury Academic Collections: Philosophy)
by Jack MahoneyThis book describes how the ethical conduct of business has become a topic of major interest in the USA and a subject for serious study in American universities and business schools. In Europe, including Great Britain, public concern is increasing about the moral aspects of business behaviour. Professor Mahoney shows how this growing concern is reflected in the programmes of business studies offered by various European universities and business schools. The results of a survey point to future developments in this area.
Teaching Confucianism (AAR Teaching Religious Studies)
by Jeffrey L. RicheyEven the most casual observer of Chinese society is aware of the tremendous significance of Confucianism as a linchpin of both ancient and modern Chinese identity. Furthermore, the Confucian tradition has exercised enormous influence over the values and institutions of the other cultures of East Asia, an influence that continues to be important in the global Asian diaspora. If forecasters are correct in labeling the 21st century 'the Chinese century,' teachers and scholars of religious studies and theology will be called upon to illuminate the history, character, and role of Confucianism as a religious tradition in Chinese and Chinese-influenced societies. The essays in this volume will address the specifically pedagogical challenges of introducing Confucian material to non-East Asian scholars and students. Informed by the latest scholarship as well as practical experience in the religious studies and theology classroom, the essays are attentive to the various settings within which religious material is taught and sensitive to the needs of both experts in Confucian studies and those with no background in Asian studies who are charged with teaching these traditions. The authors represent all the arenas of Confucian studies, from the ancient to the modern. Courses involving Confucius and Confucianism have proliferated across the disciplinary map of the modern university. This volume will be an invaluable resource for instructors not only in religious studies departments and theological schools, but also teachers of world philosophy, non-Western philosophy, Asian studies, and world history.
Teaching Critical Thinking: Dialogue and Dialectic (Routledge Library Editions: Philosophy of Education)
by John E. McPeckThis book, first published in 1990, takes a critical look at the major assumptions which support critical thinking programs and discovers many unresolved questions which threaten their viability. John McPeck argues that some of these assumptions are incoherent or run counter to common sense, while others are unsupported by the available empirical evidence. This title will be of interest to students of the philosophy of education.
Teaching Critical Thinking: Dialogue and Dialectic (Routledge Library Editions: Philosophy of Education)
by John E. McPeckThis book, first published in 1990, takes a critical look at the major assumptions which support critical thinking programs and discovers many unresolved questions which threaten their viability. John McPeck argues that some of these assumptions are incoherent or run counter to common sense, while others are unsupported by the available empirical evidence. This title will be of interest to students of the philosophy of education.
Teaching Democracy in an Age of Uncertainty: Place-Responsive Learning (Routledge International Studies in the Philosophy of Education)
by Gilbert Burgh Simone ThorntonThe strength of democracy lies in its ability to self-correct, to solve problems and adapt to new challenges. However, increased volatility, resulting from multiple crises on multiple fronts – humanitarian, financial, and environmental – is testing this ability. By offering a new framework for democratic education, Teaching Democracy in an Age of Uncertainty begins a dialogue with education professionals towards the reconstruction of education and by extension our social, cultural and political institutions. This book is the first monograph on philosophy with children to focus on democratic education. The book examines the ways in which education can either perpetuate or disrupt harmful social and political practices and narratives at the classroom level. It is a rethinking of civics and citizenship education as place-responsive learning aimed at understanding and improving human-environment relations to not only face an uncertain world, but also to face the inevitable challenges of democratic disagreement beyond merely promoting pluralism, tolerance and agreement. When viewed as a way of life democracy becomes both a goal and a teaching method for developing civic literacy to enable students to articulate and apprehend more than just the predominant political narrative, but to reshape it. This book will be of interest to scholars of philosophy, political science, education, democratic theory, civics and citizenship studies, and peace education research.
Teaching Democracy in an Age of Uncertainty: Place-Responsive Learning (Routledge International Studies in the Philosophy of Education)
by Gilbert Burgh Simone ThorntonThe strength of democracy lies in its ability to self-correct, to solve problems and adapt to new challenges. However, increased volatility, resulting from multiple crises on multiple fronts – humanitarian, financial, and environmental – is testing this ability. By offering a new framework for democratic education, Teaching Democracy in an Age of Uncertainty begins a dialogue with education professionals towards the reconstruction of education and by extension our social, cultural and political institutions. This book is the first monograph on philosophy with children to focus on democratic education. The book examines the ways in which education can either perpetuate or disrupt harmful social and political practices and narratives at the classroom level. It is a rethinking of civics and citizenship education as place-responsive learning aimed at understanding and improving human-environment relations to not only face an uncertain world, but also to face the inevitable challenges of democratic disagreement beyond merely promoting pluralism, tolerance and agreement. When viewed as a way of life democracy becomes both a goal and a teaching method for developing civic literacy to enable students to articulate and apprehend more than just the predominant political narrative, but to reshape it. This book will be of interest to scholars of philosophy, political science, education, democratic theory, civics and citizenship studies, and peace education research.
Teaching Economic Inequality and Capitalism in Contemporary America
by Kristin Haltinner Leontina HormelThis book discusses pedagogical solutions that enable students to see how capitalist processes and economic inequalities intersect and shape our assumptions and behaviours. The contributors provide thoughtful reflections on the struggles and opportunities instructors face in teaching about these topics while competing against the invisibility of capitalist forces and prevalent social myths, such as “anyone who works hard can achieve”. This book will not only help instructors empower students to recognize economic injustice and its interaction with capitalist organization, but also develops and acts on transformative solutions. Through analysis of the classed dimensions of the current political, economics, and cultural climate, as well as presenting novel lesson plans and classroom activities, this book is of great value for college and university professors.
Teaching Environmental Justice: Practices to Engage Students and Build Community (Elgar Guides to Teaching)
This ground-breaking book presents interdisciplinary educators with classroom tools and strategies to integrate environmental justice into their courses. Providing accessible, flexible, and evidence-based pedagogical approaches designed by a multidisciplinary team of scholars, it centers equity and justice in student learning and course design. It further presents a model for community-based faculty development that can communicate those pedagogical approaches across disciplines.Key Features:Reflection on how to teach inclusively across disciplines, with a focus on community-based faculty development.Presentation of a blend of insights from diverse disciplines, including art, astronomy, ecology, economics, history, political science, and online education.A focus on how to stimulate student engagement to improve students’ empirical and conceptual understanding of environmental politics.Detailed instructions for both introductory and more advanced active learning assignments and classroom activities, including guidance on how to manage common challenges and adapt activities to specific learning environments, particularly online formatsProviding detailed instructions and reflections on teaching effectively and inclusively, Teaching Environmental Justice will be an invaluable resource for faculty and graduate students teaching modules in environmental justice in courses across disciplines. It will also be essential reading for researchers of teaching and learning seeking insight into cutting-edge classroom practices that center equity and justice in student learning.
Teaching Ethics through Literature: Igniting the Global Imagination (Citizenship, Character and Values Education)
by Suzanne S. ChooTeaching Ethics through Literature provides in-depth understanding of a new and exciting shift in the fields of English education, Literature, Language Arts, and Literacy through exploring their connections with ethics. The book pioneers an approach to integrating ethics in the teaching of literature. This has become increasingly relevant and necessary in our globally connected age. A key feature of the book is its integration of theory and practice. It begins with a historical survey of the emergence of the ethical turn in Literature education and grounds this on the ideas of influential Ethical Philosophers and Literature scholars. Most importantly, it provides insights into how teachers can engage students in ethical concerns and apply practices of Ethical Criticism using rich on-the-ground case studies of high school Literature teachers in Australia, Singapore and the United States.
Teaching Ethics through Literature: Igniting the Global Imagination (Citizenship, Character and Values Education)
by Suzanne S. ChooTeaching Ethics through Literature provides in-depth understanding of a new and exciting shift in the fields of English education, Literature, Language Arts, and Literacy through exploring their connections with ethics. The book pioneers an approach to integrating ethics in the teaching of literature. This has become increasingly relevant and necessary in our globally connected age. A key feature of the book is its integration of theory and practice. It begins with a historical survey of the emergence of the ethical turn in Literature education and grounds this on the ideas of influential Ethical Philosophers and Literature scholars. Most importantly, it provides insights into how teachers can engage students in ethical concerns and apply practices of Ethical Criticism using rich on-the-ground case studies of high school Literature teachers in Australia, Singapore and the United States.
Teaching Ethics with Three Philosophical Novels
by Michael BoylanThis book offers a unique method for teaching ethics and social/political philosophy by combining primary texts and resource material along with three philosophical novels so that students can apply the abstract principles to real-life situations. Boylan provides a preface to introduce instructors in how to effectively put together a course in ethics using fiction. A sample syllabus and sample assignments are provided. Students often turn-off when confronted with abstract ethical principles, alone. This book allows interaction with philosophical novels that provide real-life situations that mirrors applying normative principles to lived experience. Students will be drawn into this realism and their engagement with the material will be significantly enhanced. This is an innovative textbook for teachers and students of general philosophy, ethics, business ethics, social and political philosophy, as well as students of literature and philosophy.
Teaching Ethics with Three Philosophical Novels
by Michael BoylanThis book offers a unique method for teaching ethics and social/political philosophy by combining primary texts and resource material along with three philosophical novels so that students can apply the abstract principles to real-life situations. A sample syllabus and sample assignments are provided. This second edition contains an additional teacher's manual, guiding instructors in how to effectively put together a course in ethics using fiction. Students often turn-off when confronted with abstract ethical principles, alone. This book allows interaction with philosophical novels that provide real-life situations that mirrors applying normative principles to lived experience. Students will be drawn into this realism and their engagement with the material will be significantly enhanced. This is an innovative textbook for teachers and students of general philosophy, ethics, business ethics, social and political philosophy, as well as students of literature and philosophy.
Teaching European Union Politics (Elgar Guides to Teaching)
Why do we teach EU politics? What should EU politics students learn? What are the practical approaches and techniques to teaching EU politics? In response to these questions, Teaching European Union Politics analyses the interdisciplinary nature of teaching this broad subject and reflects on a wide range of educational approaches. It both advances the pedagogy and practice of teaching EU politics, and provides practical support for those looking to adopt innovative and learner-oriented techniques.Bringing together contributions from a number of leading experts from across Europe, this book’s comprehensive chapters focus on topics including comparative politics, international relations, history, law, policy and economics. In assessing diverse teaching techniques, such as problem-based learning, games, simulations, and study visits, it invites teachers to rise to the challenge of bringing critical perspectives into the classroom. The book asks teachers to consider how they should (re)shape their teaching practice to better equip students with a range of skills and knowledge for today's turbulent world.Providing detailed support for course development, this progressive book will prove essential for teachers and academics in European politics and policy, European studies, public policy, and international relations.
Teaching Evolution in a Creation Nation (History and Philosophy of Education Series)
by Adam Laats Harvey SiegelNo fight over what gets taught in American classrooms is more heated than the battle over humanity’s origins. For more than a century we have argued about evolutionary theory and creationism (and its successor theory, intelligent design), yet we seem no closer to a resolution than we were in Darwin’s day. In this thoughtful examination of how we teach origins, historian Adam Laats and philosopher Harvey Siegel offer crucial new ways to think not just about the evolution debate but how science and religion can make peace in the classroom. Laats and Siegel agree with most scientists: creationism is flawed, as science. But, they argue, students who believe it nevertheless need to be accommodated in public school science classes. Scientific or not, creationism maintains an important role in American history and culture as a point of religious dissent, a sustained form of protest that has weathered a century of broad—and often dramatic—social changes. At the same time, evolutionary theory has become a critical building block of modern knowledge. The key to accommodating both viewpoints, they show, is to disentangle belief from knowledge. A student does not need to believe in evolution in order to understand its tenets and evidence, and in this way can be fully literate in modern scientific thought and still maintain contrary religious or cultural views. Altogether, Laats and Siegel offer the kind of level-headed analysis that is crucial to finding a way out of our culture-war deadlock.
Teaching Evolution in a Creation Nation (History and Philosophy of Education Series)
by Adam Laats Harvey SiegelNo fight over what gets taught in American classrooms is more heated than the battle over humanity’s origins. For more than a century we have argued about evolutionary theory and creationism (and its successor theory, intelligent design), yet we seem no closer to a resolution than we were in Darwin’s day. In this thoughtful examination of how we teach origins, historian Adam Laats and philosopher Harvey Siegel offer crucial new ways to think not just about the evolution debate but how science and religion can make peace in the classroom. Laats and Siegel agree with most scientists: creationism is flawed, as science. But, they argue, students who believe it nevertheless need to be accommodated in public school science classes. Scientific or not, creationism maintains an important role in American history and culture as a point of religious dissent, a sustained form of protest that has weathered a century of broad—and often dramatic—social changes. At the same time, evolutionary theory has become a critical building block of modern knowledge. The key to accommodating both viewpoints, they show, is to disentangle belief from knowledge. A student does not need to believe in evolution in order to understand its tenets and evidence, and in this way can be fully literate in modern scientific thought and still maintain contrary religious or cultural views. Altogether, Laats and Siegel offer the kind of level-headed analysis that is crucial to finding a way out of our culture-war deadlock.
Teaching Evolution in a Creation Nation (History and Philosophy of Education Series)
by Adam Laats Harvey SiegelNo fight over what gets taught in American classrooms is more heated than the battle over humanity’s origins. For more than a century we have argued about evolutionary theory and creationism (and its successor theory, intelligent design), yet we seem no closer to a resolution than we were in Darwin’s day. In this thoughtful examination of how we teach origins, historian Adam Laats and philosopher Harvey Siegel offer crucial new ways to think not just about the evolution debate but how science and religion can make peace in the classroom. Laats and Siegel agree with most scientists: creationism is flawed, as science. But, they argue, students who believe it nevertheless need to be accommodated in public school science classes. Scientific or not, creationism maintains an important role in American history and culture as a point of religious dissent, a sustained form of protest that has weathered a century of broad—and often dramatic—social changes. At the same time, evolutionary theory has become a critical building block of modern knowledge. The key to accommodating both viewpoints, they show, is to disentangle belief from knowledge. A student does not need to believe in evolution in order to understand its tenets and evidence, and in this way can be fully literate in modern scientific thought and still maintain contrary religious or cultural views. Altogether, Laats and Siegel offer the kind of level-headed analysis that is crucial to finding a way out of our culture-war deadlock.
Teaching Evolution in a Creation Nation (History and Philosophy of Education Series)
by Adam Laats Harvey SiegelNo fight over what gets taught in American classrooms is more heated than the battle over humanity’s origins. For more than a century we have argued about evolutionary theory and creationism (and its successor theory, intelligent design), yet we seem no closer to a resolution than we were in Darwin’s day. In this thoughtful examination of how we teach origins, historian Adam Laats and philosopher Harvey Siegel offer crucial new ways to think not just about the evolution debate but how science and religion can make peace in the classroom. Laats and Siegel agree with most scientists: creationism is flawed, as science. But, they argue, students who believe it nevertheless need to be accommodated in public school science classes. Scientific or not, creationism maintains an important role in American history and culture as a point of religious dissent, a sustained form of protest that has weathered a century of broad—and often dramatic—social changes. At the same time, evolutionary theory has become a critical building block of modern knowledge. The key to accommodating both viewpoints, they show, is to disentangle belief from knowledge. A student does not need to believe in evolution in order to understand its tenets and evidence, and in this way can be fully literate in modern scientific thought and still maintain contrary religious or cultural views. Altogether, Laats and Siegel offer the kind of level-headed analysis that is crucial to finding a way out of our culture-war deadlock.
Teaching Evolution in a Creation Nation (History and Philosophy of Education Series)
by Adam Laats Harvey SiegelNo fight over what gets taught in American classrooms is more heated than the battle over humanity’s origins. For more than a century we have argued about evolutionary theory and creationism (and its successor theory, intelligent design), yet we seem no closer to a resolution than we were in Darwin’s day. In this thoughtful examination of how we teach origins, historian Adam Laats and philosopher Harvey Siegel offer crucial new ways to think not just about the evolution debate but how science and religion can make peace in the classroom. Laats and Siegel agree with most scientists: creationism is flawed, as science. But, they argue, students who believe it nevertheless need to be accommodated in public school science classes. Scientific or not, creationism maintains an important role in American history and culture as a point of religious dissent, a sustained form of protest that has weathered a century of broad—and often dramatic—social changes. At the same time, evolutionary theory has become a critical building block of modern knowledge. The key to accommodating both viewpoints, they show, is to disentangle belief from knowledge. A student does not need to believe in evolution in order to understand its tenets and evidence, and in this way can be fully literate in modern scientific thought and still maintain contrary religious or cultural views. Altogether, Laats and Siegel offer the kind of level-headed analysis that is crucial to finding a way out of our culture-war deadlock.
Teaching Evolution in a Creation Nation (History and Philosophy of Education Series)
by Adam Laats Harvey SiegelNo fight over what gets taught in American classrooms is more heated than the battle over humanity’s origins. For more than a century we have argued about evolutionary theory and creationism (and its successor theory, intelligent design), yet we seem no closer to a resolution than we were in Darwin’s day. In this thoughtful examination of how we teach origins, historian Adam Laats and philosopher Harvey Siegel offer crucial new ways to think not just about the evolution debate but how science and religion can make peace in the classroom. Laats and Siegel agree with most scientists: creationism is flawed, as science. But, they argue, students who believe it nevertheless need to be accommodated in public school science classes. Scientific or not, creationism maintains an important role in American history and culture as a point of religious dissent, a sustained form of protest that has weathered a century of broad—and often dramatic—social changes. At the same time, evolutionary theory has become a critical building block of modern knowledge. The key to accommodating both viewpoints, they show, is to disentangle belief from knowledge. A student does not need to believe in evolution in order to understand its tenets and evidence, and in this way can be fully literate in modern scientific thought and still maintain contrary religious or cultural views. Altogether, Laats and Siegel offer the kind of level-headed analysis that is crucial to finding a way out of our culture-war deadlock.
Teaching Excellence in Higher Education
by Marshall Gregory Melissa Valiska GregoryMarshall Gregory argues that teachers at the university and high school levels can achieve teaching excellence by grounding their teaching in pedagogical theory that takes into account students' abilities and the ultimate goals of teaching: to develop students' capacities for thought, reflection, questioning, and engagement to their fullest extent.