Minding American Education: Reclaiming the Tradition of Active Learning
Teachers College Press, 1 de gen. 2003 - 182 pàgines
The tradition of active learning--a view of learning that is constructivist, progressive, and as deeply committed to student achievement as any standards-based scheme--has a long and distinguished pedigree in American educational thought and practice, but its value has been ignored in the rush to achieve high test scores. Martin Bickman urges us to reconsider the alternative vision of such seminal thinkers as Ralph Waldo Emerson, Bronson Alcott, Margaret Fuller, John Dewey, and George Dennison as he weaves an incisive synthesis of American literary innovation, philosophy, and school reform. In this timely volume, Bickman: - Presents an antidote to the self-destructive war between educational conservatives and progressives, arguing that each has only part of the solution. -Outlines our rich tradition of educational thought, suggesting ways to apply it to current reform efforts. -Provides a new paradigm for re-conceptualizing our educational past, urging us to move in the direction of our best and most characteristic literary and philosophical thinkers. -Shows how fields like the history and philosophy of American education can be dynamically related to our classroom practice.
Què en diuen els usuaris - Escriviu una ressenya
No hem trobat cap ressenya als llocs habituals.
Children in the Concrete
Ralph Waldo Emerson and Horace Mann
Education as Reintegration
James Marsh and Bronson Alcott
Margaret Fuller and Henry David Thoreau
Prose Style and the Languages of Education
Altres edicions - Mostra-ho tot
abstract action active learning Adams American education American Scholar artist asked become begin Bronson Alcott chapter child classroom Coleridge Coleridge’s College conception concrete consciousness constructed create crucial cultural curriculum Dennison Dewey Dewey’s discussion educa Elizabeth Peabody Emerson epistemology experience F. B. Sanborn feeling formulations Frost Henry David Thoreau human ideas images immediate individual institution intellectual James John Dewey journal kind knowledge language literary living Lockean M. H. Abrams Mann Mann’s Margaret Fuller Marsh metaphor mind mind’s move movement nature Naumburg one’s particularly passage Peabody philosophy physical Plato poem poetry practice psyche psychological Ralph Waldo Emerson reader reading reality reflection relation Richard Tarnas Robert Frost sense sentence shape social spirit structures suggests symbols teacher teaching Temple School theory things thinking Thoreau thought tion tradition of active Transcendentalists truth turn undergraduates unity vision Walden William words writing