In the tradition of Jonathan Kozol, this little book is driven by big questions. What does it mean to be educated? What is intelligence? How should we think about intelligence, education, and opportunity in an open society? Why is a commitment to the public sphere central to the way we answer these questions? Drawing on forty years of teaching and research, from primary school to adult education and workplace training, award-winning author Mike Rose reflects on these and other questions related to public schooling in America. He answers them in beautifully written chapters that are both rich in detail - a first-grader conducting a science experiment, a carpenter solving a problem on the fly, a college student's encounter with a story by James Joyce - and informed by a deep and powerful understanding of history, the psychology of learning, and the politics of education. Rose decries the narrow focus of educational policy in our time: the drumbeat of test scores and economic competition. Why School? will be embraced by parents and teachers alike, and readers everywhere will be captivated by Rose's eloquent call for a bountiful democratic vision of the purpose of schooling.
This book examines and re-evaluates the history and purpose of public education in the United States, whilst providing practicing teachers, teacher educators, graduate education students- and all others interested in enhancing education, a ...
This book examines and re-evaluates the history and purpose of public education in the United States, whilst providing practicing teachers, teacher educators, graduate education students- and all others interested in enhancing education, a ...
作者指出, 不管是在美国, 还是在世界其他国家, 教育的目的走向了令人担忧的方向.这种以获利的技能为中心的教育是短视的, 已经腐蚀了青年人质疑权威的勇气与能力, ...
This book argues that in order to develop just and inclusive institutions, particularly within the education system, we must begin from the standpoint of those who feel silenced, marginalised and excluded.
Drawing on a diverse range of theological, philosophical and educational sources, this book demonstrates the continuing significance of the Christian mystical tradition to educational theory.
Highlighting the inescapable paradoxes that educators must grapple with in their thought and practice as they seek to reconcile democracy and leadership in education, this book addresses the question of whether socially-just democratic ...
This book connects the dilemmas educators experience in daily practice with key theories, research and policy about democracy, ethics, and equity in education.
Reforming an antiquated system of education should be a matter for public debate. This book is written not only for those currently involved in delivering education, but also for the general public.
For math educators, the book's humanities approach helps to see the subject anew.
This book provides educators with the tools to practice the deliberative skills they need in order to find reasonable solutions to common ethical dilemmas in politically fraught times.