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Andrea R. English [8]Andrea English [6]
  1.  19
    Dialogic Teaching and Moral Learning: Self‐Critique, Narrativity, Community and ‘Blind Spots’.Andrea R. English - 2016 - Journal of Philosophy of Education 50 (2):160-176.
    In the current climate of high-stakes testing and performance-based accountability measures, there is a pressing need to reconsider the nature of teaching and what capacities one must develop to be a good teacher. Educational policy experts around the world have pointed out that policies focused disproportionately on student test outcomes can promote teaching practices that are reified and mechanical, and which lead to students developing mere memorisation skills, rather than critical thinking and conceptual understanding. Philosophers of dialogue and dialogic teaching (...)
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  2. Humility, Listening and ‘Teaching in a Strong Sense’.Andrea R. English - 2016 - Logos and Episteme 7 (4):529-554.
    My argument in this paper is that humility is implied in the concept of teaching, if teaching is construed in a strong sense. Teaching in a strong sense is a view of teaching as linked to students’ embodied experiences (including cognitive and moral-social dimensions), in particular students’ experiences of limitation, whereas a weak sense of teaching refers to teaching as narrowly focused on student cognitive development. In addition to detailing the relation between humility and strong sense teaching, I will also (...)
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  3.  35
    Critique and Negativity: Towards the Pluralisation of Critique in Educational Practice, Theory and Research.Dietrich Benner & Andrea English - 2004 - Journal of Philosophy of Education 38 (3):409–428.
  4.  5
    Feeling Heard : Inclusive Education, Transformative Learning, and Productive Struggle.Diana Murdoch, Andrea R. English, Allison Hintz & Kersti Tyson - 2020 - Educational Theory 70 (5):653-679.
  5.  53
    Transformation and Education: The Voice of the Learner in Peters' Concept of Teaching.Andrea English - 2009 - Journal of Philosophy of Education 43 (Supplement s1):75-95.
    On several occasions in his work, R. S. Peters identifies a difficulty inherent in teaching that underscores the complexity of this relationship: the teacher has the task of passing on knowledge while at the same time allowing knowledge that is passed on to be criticised and revised by the learner. This inquiry asks: first, how does Peters envisage these two tasks coming together in teaching, and, second, does he go far enough in developing what it means for the teacher to (...)
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  6.  36
    Exploring Fear: Rousseau, Dewey, and Freire on Fear and Learning.Andrea English & Barbara Stengel - 2010 - Educational Theory 60 (5):521-542.
  7.  5
    Critique and Negativity: Towards the Pluralisation of Critique in Educational Practice, Theory and Research.Dietrich Benner & Andrea English - 2004 - Journal of Philosophy of Education 38 (3):409-428.
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  8.  48
    Critical Listening and the Dialogic Aspect of Moral Education: J.F. Herbart's Concept of the Teacher as Moral Guide.Andrea English - 2011 - Educational Theory 61 (2):171-189.
    In his central educational work, The Science of Education (1806), J.F. Herbart did not explicitly develop a theory of listening, yet his concept of the teacher as a guide in the moral development of the learner gives valuable insight into the moral dimension of listening within teacher-student interaction. Herbart's theory radically calls into question the assumed linearity between listening and obedience to external authority, not only illuminating important distinctions between socialization and education, but also underscoring consequences for our understanding of (...)
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  9. John Dewey’s Democracy and Education in an Era of Globalization.Mordechai Gordon & Andrea R. English - 2016 - Educational Philosophy and Theory 48 (10):977-980.
  10.  15
    Extended Cognition, Assistive Technology and Education.Duncan Pritchard, Andrea R. English & John Ravenscroft - 2021 - Synthese 199 (3-4):8355-8377.
    Assistive technology is widely used in contemporary special needs education. Our interest is in the extent to which we can conceive of certain uses of AT in this educational context as a form of extended cognition. It is argued that what is critical to answering this question is that the relationship between the student and the AT is more than just that of subject-and-instrument, but instead incorporates a fluidity and spontaneity that puts it on a functional par with their use (...)
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  11.  4
    John Dewey's Democracy and Education: A Centennial Handbook.Leonard J. Waks & Andrea R. English (eds.) - 2017 - Cambridge University Press.
    John Dewey's Democracy and Education is the touchstone for a great deal of modern educational theory. It covers a wide range of themes and issues relating to education, including teaching, learning, educational environments, subject matter, values, and the nature of work and play. This Handbook is designed to help experts and non-experts to navigate Dewey's text. The authors are specialists in the fields of philosophy and education; their chapters offer readers expert insight into areas of Dewey work that they know (...)
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  12.  23
    Reply to Avi I. Mintz’s Review of Discontinuity in Learning: Dewey, Herbart, and Education as Transformation.Andrea R. English - 2014 - Studies in Philosophy and Education 33 (4):459-462.
    Current educational policy is leading teachers, schools, and society at large to fixate on the outcomes of learning. In Discontinuity in Learning, I shift the focus to the process of learning and ask, How is it that we come to new ideas, find cooperative ways of interacting with others, or take on a different perspective? Or, more simply, How do we learn? I believe that until we answer this question, we cannot begin to educate another person.My aim in the book (...)
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  13.  11
    John Dewey and the Role of the Teacher in a Globalized World: Imagination, Empathy, and ‘Third Voice’.Andrea R. English - 2016 - Educational Philosophy and Theory 48 (10):1046-1064.
    Reforms surrounding the teacher’s role in fostering students’ social competences, especially those associated with empathy, have moved to the forefront of global higher education policy discourse. In this context, reform in higher education teaching has been focused on shifting teachers’ practices away from traditional lecture-style teaching—historically associated with higher education teaching—towards student-centred pedagogical approaches, largely because of how the latter facilitate students’ social learning, including the development of students’ abilities connected to empathy, such as intercultural understanding. These developments towards learner-oriented (...)
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  14.  3
    Listening as a Teacher: Educative Listening, Interruptions and Reflective Practice.Andrea English - 2009 - Paideusis: Journal of the Canadian Philosophy of Education Society 18 (1):69-79.
    In this inquiry, I ask what is distinctive about listening as a teacher. I develop the meaning of educative listening as a mode of listening to interruptions in a way that promotes students’ thinking and learning. Interruptions in a teacher’s listening are defined as any unexpected response from a student to the material presented — for example, a challenging viewpoint, a difficult question, or a confusing reply — that opens up possibilities for cultivating learning. To begin, I draw upon Dewey (...)
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