L. Erlbaum Associates (2004)
|Abstract||Inventions of Teaching: A Genealogy is a powerful examination of current metaphors for and synonyms of teaching. It offers an account of the varied and conflicting influences and conceptual commitments that have contributed to contemporary vocabularies--and that are in some ways maintained by those vocabularies, in spite of inconsistencies and incompatibilities among popular terms. The concern that frames the book is how speakers of English invented (in the original sense of the word, "came upon") our current vocabularies for teaching. Conceptually, this book is unique in the educational literature. As a whole, it presents an overview of the major underlying philosophical and ideological concepts and traditions related to knowledge, learning, and teaching in the Western world, concisely introducing readers to the central historical and contemporary discourses that shape current discussions and beliefs in the field. Because the organization of historical, philosophical, theoretical, and etymological information is around key conceptual divergences in Western thought rather than any sort of chronology, this text is not a linear history, but several histories--or, more precisely, it is a genealogy. Specifically, it is developed around breaks in opinion that gave or are giving rise to diverse interpretations of knowledge, learning, and teaching--highlighting historical moments in which vibrant new figurative understandings of teaching emerged and moments at which they froze into literalness. The book is composed of two sorts of chapters, "branching" and "teaching." Branching chapters include an opening treatment of the break in opinion, separate discussions of each branch, and a summary of the common assumptions and shared histories of the two branches. Teaching chapters offer brief etymological histories and some of the practical implications of the terms for teaching that were coined, co-opted, or redefined within the various traditions. Inventions of Teaching: A Genealogy is an essential text for senior undergraduate and graduate courses in curriculum studies and foundations of teaching and is highly relevant as well for students, faculty, and researchers across the field of education.|
|Keywords||Teaching Philosophy Education History|
|Buy the book||$17.93 used (59% off) $32.92 new (24% off) $110.00 direct from Amazon Amazon page|
|Call number||LB14.7.D38 2004|
|ISBN(s)||0805850384 0805850392 9780805850383 1410610098 9781410610096|
|Through your library||Configure|
Similar books and articles
Despina A. Stylianou, Maria L. Blanton & Eric J. Knuth (eds.) (2009). Teaching and Learning Proof Across the Grades: A K-16 Perspective. Routledge.
Yasushi Maruyama (2006). The Teaching/Telling Distinction Revisited. The Proceedings of the Twenty-First World Congress of Philosophy 4:93-97.
Michael R. Matthews (1994). Science Teaching: The Role of History and Philosophy of Science. Routledge.
Wendy J. Glenn, David M. Moss & Richard Lewis Schwab (eds.) (2005). Portrait of a Profession: Teaching and Teachers in the 21st Century. Praeger.
Paul O'Leary (1994). A Critical Review of Allen Pearson,The Teacher: Theory and Practice in Teacher Education. Studies in Philosophy and Education 13 (2):157-162.
Akihiro Yoshida (1992). On the Why-What Phenomenon: A Phenomenological Explication of the Art of Asking Questions. Human Studies 15 (1):35 - 46.
C. J. B. Macmillan (1968). Concepts of Teaching. Chicago, Rand Mcnally.
Glenn Langford (1978). Teaching as a Profession: An Essay in the Philosophy of Education. Manchester University Press.
Added to index2009-01-28
Total downloads6 ( #145,729 of 549,196 )
Recent downloads (6 months)1 ( #63,397 of 549,196 )
How can I increase my downloads?