A Different Three Rs for Education: Reason, Relationality, by George Allan, Malcolm D. Evans

By George Allan, Malcolm D. Evans

This booklet of twelve essays applies the holistic theories of procedure philosophy to the tutorial demanding situations that lecturers face in today’s complexly altering international. issues variety from employees improvement to spirituality, exploring problems with pupil and instructor motivation, developmental phases of studying, innovative pondering and writing, nourishing relationships, ethical and environmental schooling, and the advance of hospitable studying environments. Philosophy of schooling (PHED) welcomes lower than its interdisciplinary and cosmopolitan umbrella books on modern, recurrent, conventional, and non-traditional issues within the philosophy of schooling.

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Extra resources for A Different Three Rs for Education: Reason, Relationality, Rhythm (Value Inquiry Book Series 176)

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New York: Free Press, 1968. This page intentionally left blank Three ON LEARNING TO BE GOOD George Allan You and I would probably agree that something students should learn while they are in school is how to be good. We acknowledge, of course, that the primary responsibility for nurturing good children lies with their parents and with religious institutions. After all, we say, beliefs about right and wrong, good and bad, are private matters and have no place in schools that are publicly funded.

There exists no predetermined ascent from the worst On Learning to be Good 31 to the better and then onward to the best, no natural law, genetic code, or divine promise that guarantees a better outcome. A process ethics sees moral improvement as never more than a contingent possibility, a hope worth working for but one always at risk. Imagine, for instance, what it would be like if there were a sunset clause on the Ten Commandments, so that it needed to be rethought and reworked every few years in a manner sensitive to the ways things have changed.

Each one needs to be goaded in a different way, each needs our full attention. And yet we find ourselves in classrooms filled with fifteen, forty, or four hundred students instead of on one end of that famous log where Mark Hopkins sat across from the single student he was teaching. Moreover, our own moral development has much to do with our approach to teaching, our motivation and imagination, our willingness to try anew and to try the new, the energy to sustain our efforts in times of frustration, indifference, or hostility.

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