Teaching from an Ethical Center
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★★★★★
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A01=Cara E. Furman
A01=David Hansen
aesthetics
Age Group_Uncategorized
Age Group_Uncategorized
Author_Cara E. Furman
Author_David Hansen
automatic-update
Category1=Non-Fiction
Category=GPQ
Category=JNAM
Category=JNT
collaboration
conflict
COP=United States
culture
Delivery_Delivery within 10-20 working days
dilemmas
engagement
epistemology
eq_isMigrated=2
eq_non-fiction
eq_society-politics
ethics
hermeneutics
history
inclusive education
inquiry
language
Language_English
meaning
PA=Available
pedagogy
perspective
philosophical thinking
philosophy
practice
pre-service teachers
Price_€20 to €50
PS=Active
reading
reflection
softlaunch
student behavior
teacher education
tradition
values
voice
Product details
- ISBN 9781682538982
- Weight: 210g
- Dimensions: 152 x 229mm
- Publication Date: 04 Jun 2024
- Publisher: Harvard Educational Publishing Group
- Publication City/Country: US
- Product Form: Paperback
- Language: English
Delivery/Collection within 10-20 working days
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A methodology for using philosophy to guide teaching preparation and practice.
In Teaching from an Ethical Center, Cara E. Furman proposes a process for bringing philosophical inquiry into teacher education and adopting it as a centering tool to enrich teaching practice and help teachers act justly. Under Furman's thoughtful guidance, both experienced and preservice teachers will find that engagement with philosophy can be a useful means of clarifying for themselves the educational ethics, values, and pedagogy that guide their work. Using firsthand accounts, recommended resources, and thought exercises, Furman prompts readers to explore the many benefits for both educators and their students of the act of reading and making sense of philosophical texts and thinking philosophically through daily dilemmas.
Furman encourages teachers to engage in philosophical reflection as part of their professional preparation as well as their in-classroom practice. She illustrates how the focus on core values that emerges from this practice can be applied to everyday teaching dilemmas such as student behavior concerns and conflict management. Offering tips for adapting activities to different audiences, she shows how student participation in such inquiry supports hermeneutics, cultivates student voice, and helps build a culture of trust and interdependence through classroom collaboration.
Filled with practical wisdom, this insightful work advances philosophical inquiry as a foundation for an inclusive education. Furman's tools and methods offer continuous opportunities for reflection and affirmation, enhancing educators’ ability to adapt to new challenges and, when necessary, to resist.
In Teaching from an Ethical Center, Cara E. Furman proposes a process for bringing philosophical inquiry into teacher education and adopting it as a centering tool to enrich teaching practice and help teachers act justly. Under Furman's thoughtful guidance, both experienced and preservice teachers will find that engagement with philosophy can be a useful means of clarifying for themselves the educational ethics, values, and pedagogy that guide their work. Using firsthand accounts, recommended resources, and thought exercises, Furman prompts readers to explore the many benefits for both educators and their students of the act of reading and making sense of philosophical texts and thinking philosophically through daily dilemmas.
Furman encourages teachers to engage in philosophical reflection as part of their professional preparation as well as their in-classroom practice. She illustrates how the focus on core values that emerges from this practice can be applied to everyday teaching dilemmas such as student behavior concerns and conflict management. Offering tips for adapting activities to different audiences, she shows how student participation in such inquiry supports hermeneutics, cultivates student voice, and helps build a culture of trust and interdependence through classroom collaboration.
Filled with practical wisdom, this insightful work advances philosophical inquiry as a foundation for an inclusive education. Furman's tools and methods offer continuous opportunities for reflection and affirmation, enhancing educators’ ability to adapt to new challenges and, when necessary, to resist.
Cara E. Furman is an associate professor of early childhood education at Hunter College and a former teacher. Integrating philosophy and education, she publishes widely and is the coauthor of Descriptive Inquiry in Teacher Practice: Cultivating Practical Wisdom to Create Democratic Schools.
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