"Rarely have I come across a book that so quickly provoked me to re-examine my own classroom behavior. There is no place to hide in this careful scrutiny of the teacher as crucial player in the daily morality tale that becomes the story of school life."-- Vivian Gussin Paley, teacher, University of Chicago Laboratory Schools This book takes the reader on an eye-opening journey through a variety of elementary and high school classrooms, highlighting the moral significance of all that transpires there. Drawing on the results of a two-and-a-half year study, the authors examine the ways in which moral considerations permeate the everyday life of classrooms. In addition to providing teachers and teacher educators with a new framework for looking at and thinking about the moral dimensions of schooling, the authors also offer specific suggestions about how to look at classroom events from a moral perspective. Contents One. Looking for the Moral: An Observer's Guide Two. Becoming Aware of Moral Complexity Within a School Setting: Four Sets of Observations Three. Facing Moral Ambiguity and Tension: Four More Sets of Observations Four. Cultivating Expressive Awareness in Schools and Classrooms Postscript: Where Might One Go from Here? Philip W. Jackson is the David Lee Shillinglaw Distinguished Service Professor of Education and Psychology and a member of the Committee on Ideas and Methods at the University of Chicago. Robert E. Boostrom is a senior research associate of the Benton Center for Curriculum and Instruction at the University of Chicago. David T. Hansen is an assistant professor of curriculum and instruction in the College of Education at the University of Illinois at Chicago

In The Call to Teach, author David Hansen employs the idea of teaching as a vocation or calling to analyze and interpret case studies drawn from fieldwork. Based on a 3-year study of the everyday working lives of four teachers in a large urban setting—two work in a public high school, one in a Catholic high school for boys, and one in an independent middle school—this book provides a wealth of detail and insight. Hansen combines his findings with sources outside the standard education literature to develop an original conception of the meaning of a "calling," one that is helpful in understanding both how and why these four teachers—and, by extension, others like them—are able to teach with conviction and success despite the difficulties and challenges presented by today's schools. This artful marriage of philosophical and qualitative analysis will appeal to scholars and practitioners alike.This book will serve as a supplemental text in graduate and undergraduate courses in teacher education, philosophy of education, foundations, curriculum theory, and qualitative research methods, and will be of particular interest to faculty and researchers in those fields and to all practitioners.

In this new work, David Hansen extends and deepens a line of inquiry he set forth in his popular book, The Call to Teach. Hansen examines why the most important factor in the practice of teaching is the person who occupies the role of teacher. Drawing on classroom research, teachers' testimony, and a rich, historical tradition of philosophical reflection, Hansen crafts an original, highly accessible account that takes us to the moral heart of teaching. His is a straightforward, compelling vision of why teaching is essential in human life and why its rewards are special and distinctive. In an era of considerable political attack on teachers and teaching, this book vindicates the importance and vitality of what teachers do.

Putting good ideas into practice is one of the greatest challenges facing any educator. Eminent thinkers - John Dewey, Jane Addams, and others - dedicated their lives to producing ways of thinking about education and human welfare that have influenced many persons' lives. At the same time, these renowned thinkers were also trying to solve problems that every classroom teacher faces, namely, how to help children grow and learn as global citizens in a complex world. This pathbreaking book edited by David T. Hansen provides readers with a collection of insights drawn from a diverse array of thinkers that proves there is nothing quite as practical as a good educational philosophy. It will challenge readers to articulate their own working vision of how to integrate the ""big ideas"" about education into daily practice.

In this sequel to his internationally acclaimed classic, The Call to Teach, David Hansen revisits the idea of teaching as a calling in light of contemporary expectations in education. Reimagining The Call to Teach brings to life an ethical approach to teaching that is informed by an understanding of teaching's great purpose: to help the next generation forge a spirit of mutual care and concern while supporting each student's distinctive way of being in the world. Hansen juxtaposes testimony from public school educators with ideas and examples drawn from philosophy, teacher education, research on teaching, literature, and other arts. He demonstrates that, despite pressing structural challenges in the educational system, teachers can bring their calling to life by supporting one another and by engaging in philosophical inquiry and self-cultivation. Rendered with Hansen's customary eloquence, this dynamic book will be of interest to all who care about the dignity of teachers and teaching in our time. Book Features:Provides a fresh and inspiring account of teaching as a calling.Draws creatively on a wide-range of sources, including extensive testimony from teachers.Focuses on an ethical approach to working with teachers called "bearing witness."Highlights the important place of philosophy in being a teacher and a teacher educator.Uses an accessible and engaging style with rich examples throughout.

In this sequel to his internationally acclaimed classic, The Call to Teach, David Hansen revisits the idea of teaching as a calling in light of contemporary expectations in education. Reimagining The Call to Teach brings to life an ethical approach to teaching that is informed by an understanding of teaching's great purpose: to help the next generation forge a spirit of mutual care and concern while supporting each student's distinctive way of being in the world. Hansen juxtaposes testimony from public school educators with ideas and examples drawn from philosophy, teacher education, research on teaching, literature, and other arts. He demonstrates that, despite pressing structural challenges in the educational system, teachers can bring their calling to life by supporting one another and by engaging in philosophical inquiry and self-cultivation. Rendered with Hansen's customary eloquence, this dynamic book will be of interest to all who care about the dignity of teachers and teaching in our time. Book Features:Provides a fresh and inspiring account of teaching as a calling.Draws creatively on a wide-range of sources, including extensive testimony from teachers.Focuses on an ethical approach to working with teachers called "bearing witness."Highlights the important place of philosophy in being a teacher and a teacher educator.Uses an accessible and engaging style with rich examples throughout.

A History of Western Philosophy of Education is the first comprehensive overview of philosophy of education from ancient times to the present day. With five volumes covering 2500 years of history, this is the definitive reference work on the subject, comprising: Volume 1. A History of Western Philosophy of Education in Antiquity (500BCE-500CE)Edited by Avi. I. MintzVolume 2. A History of Western Philosophy of Education in The Middle Ages and Renaissance (500-1550)Edited by Kevin H. GaryVolume 3. A History of Western Philosophy of Education in The Age of Enlightenment (1550-1850)Edited by Tal GileadVolume 4. A History of Western Philosophy of Education in The Modern Era (1850-1914)Edited by Andrea R. EnglishVolume 5. A History of Western Philosophy of Education in The Contemporary Landscape (1914-present)Edited by Anna PagesEach volume covers the major thinkers and schools of thought for each historical period and pays particular attention to the following themes: philosophical anthropology; ethics; social and political philosophy; epistemology; aesthetics; pedagogy, schooling and education; philosophy of psychology and the social sciences. The volumes also include timelines showing the major historical events of the period including educational initiatives and the publication of noteworthy philosophical works.

A History of Western Philosophy of Education is the first comprehensive overview of philosophy of education from ancient times to the present day. With five volumes covering 2500 years of history, this is the definitive reference work on the subject, comprising:Volume 1. A History of Western Philosophy of Education in Antiquity (500BCE-500CE)Edited by Avi. I. MintzVolume 2. A History of Western Philosophy of Education in The Middle Ages and Renaissance (500-1550)Edited by Kevin H. GaryVolume 3. A History of Western Philosophy of Education in The Age of Enlightenment (1550-1850)Edited by Tal GileadVolume 4. A History of Western Philosophy of Education in The Modern Era (1850-1914)Edited by Andrea R. EnglishVolume 5. A History of Western Philosophy of Education in The Contemporary Landscape (1914-present)Edited by Anna PagesEach volume covers the major thinkers and schools of thought for each historical period and pays particular attention to the following themes: philosophical anthropology; ethics; social and political philosophy; epistemology; aesthetics; pedagogy, schooling and education; philosophy of psychology and the social sciences. The volumes also include timelines showing the major historical events of the period including educational initiatives and the publication of noteworthy philosophical works.

Profesores de todo el mundo buscan maneras creativas de responder a los problemas y a las posibilidades generadas por la globalización. Muchos trabajan con niños y jóvenes con unos bagajes culturales cada vez más variados, con diversas necesidades y capacidades; otros, aunque trabajan con poblaciones algo más homogéneas, son conscientes de que sus alumnos se encontrarán con una gran variedad de cambios durante su vida. En general, todos ellos se enfrentan a las difíciles y cambiantes condiciones actuales de la enseñanza.En este libro, prologado por Christopher Day y Ann Lieberman, David Hansen brinda a los profesores una manera de reconstruir sus filosofías de la educación a la luz de estas condiciones. Describe una orientación educativa que les puede ayudar a enfrentarse tanto a los desafíos como a las oportunidades en un mundo globalizado. Construye este planteamiento alrededor del cosmopolitismo, una antigua idea que siempre ha estado presente y ha tenido un hermoso sentido para los educadores.La idea clave supone educar para lo que el autor denomina como el equilibrio entre una apertura reflexiva hacia lo nuevo y una lealtad reflexiva hacia lo conocido. El libro muestra cómo los profesores de todos los niveles educativos pueden aplicar esta orientación y emplea ejemplos para ilustrar cómo se puede cultivar en la enseñanza en diferentes entornos. El autor se basa en gran medida en el trabajo de educadores, estudiosos de las humanidades y las ciencias sociales, novelistas, artistas, viajeros y otras figuras universales tanto del pasado como del presente. Estas diferentes figuras arrojan luz sobre la promesa de un punto de vista cosmopolita sobre la educación en nuestro tiempo.

Illuminates the power in bearing witness as an ethical orientation toward the world and its people.In The Witness as Educator, David T. Hansen examines the idea of bearing witness. He shows how it constitutes an ethical orientation that heeds human yearnings for justice, beauty, and meaning. He engages the work of three exemplary witnesses: W. G. Sebald, Aimé Césaire, and Walt Whitman. Sebald powerfully confronts the human costs of the violence of the nineteenth and twentieth centuries. Césaire evokes a creative Black consciousness in the face of European colonialism and attests to this outlook's joyous and painful development. Whitman's witness to American life, alongside his poignant testimony about caring for wounded soldiers during the American Civil War, speaks to a hope deeper than hope for the prospects of democracy. Hansen shows how these witnesses did not "choose" to write about their respective themes. They had to. The circumstances of their lives and the events of their time summoned them to bear witness. Hansen addresses how their efforts, supplemented by those of other witnesses whose testimony he incorporates, hold considerable educational promise in a world marked by continued misunderstanding and discord and yet also by great possibility.

Illuminates the power in bearing witness as an ethical orientation toward the world and its people.In The Witness as Educator, David T. Hansen examines the idea of bearing witness. He shows how it constitutes an ethical orientation that heeds human yearnings for justice, beauty, and meaning. He engages the work of three exemplary witnesses: W. G. Sebald, Aimé Césaire, and Walt Whitman. Sebald powerfully confronts the human costs of the violence of the nineteenth and twentieth centuries. Césaire evokes a creative Black consciousness in the face of European colonialism and attests to this outlook's joyous and painful development. Whitman's witness to American life, alongside his poignant testimony about caring for wounded soldiers during the American Civil War, speaks to a hope deeper than hope for the prospects of democracy. Hansen shows how these witnesses did not "choose" to write about their respective themes. They had to. The circumstances of their lives and the events of their time summoned them to bear witness. Hansen addresses how their efforts, supplemented by those of other witnesses whose testimony he incorporates, hold considerable educational promise in a world marked by continued misunderstanding and discord and yet also by great possibility.

The first book-length study of Dewey's extraordinary text.2007 CHOICE Outstanding Academic Title These original essays focus on John Dewey's Democracy and Education, a book widely regarded as one of the greatest works ever written in the history of educational thought. The contributors address Dewey's still powerful argument that education is not a preparation for life, but rather constitutes a fundamental aspect of the very experience of living. The authors examine Dewey's central themes, including the dynamics of human communication, the nature of growth, the relation between democracy and education, and the importance of recognizing student agency. They link their analyses with contemporary educational concerns and problems, offering ideas about what the curriculum for children and youth should be, how to prepare teachers for the profession, what pedagogical approaches make the most sense given societal trends, and how to reconstruct the purposes of school. This first book-length study of Dewey's extraordinary text attests to the continued power in his work and to the diverse audience of educators to whom he has long appealed.

"Rarely have I come across a book that so quickly provoked me to re-examine my own classroom behavior. There is no place to hide in this careful scrutiny of the teacher as crucial player in the daily morality tale that becomes the story of school life."-- Vivian Gussin Paley, teacher, University of Chicago Laboratory Schools This book takes the reader on an eye-opening journey through a variety of elementary and high school classrooms, highlighting the moral significance of all that transpires there. Drawing on the results of a two-and-a-half year study, the authors examine the ways in which moral considerations permeate the everyday life of classrooms. In addition to providing teachers and teacher educators with a new framework for looking at and thinking about the moral dimensions of schooling, the authors also offer specific suggestions about how to look at classroom events from a moral perspective. Contents One. Looking for the Moral: An Observer's Guide Two. Becoming Aware of Moral Complexity Within a School Setting: Four Sets of Observations Three. Facing Moral Ambiguity and Tension: Four More Sets of Observations Four. Cultivating Expressive Awareness in Schools and Classrooms Postscript: Where Might One Go from Here? Philip W. Jackson is the David Lee Shillinglaw Distinguished Service Professor of Education and Psychology and a member of the Committee on Ideas and Methods at the University of Chicago. Robert E. Boostrom is a senior research associate of the Benton Center for Curriculum and Instruction at the University of Chicago. David T. Hansen is an assistant professor of curriculum and instruction in the College of Education at the University of Illinois at Chicago

In The Call to Teach, author David Hansen employs the idea of teaching as a vocation or calling to analyze and interpret case studies drawn from fieldwork. Based on a 3-year study of the everyday working lives of four teachers in a large urban setting—two work in a public high school, one in a Catholic high school for boys, and one in an independent middle school—this book provides a wealth of detail and insight. Hansen combines his findings with sources outside the standard education literature to develop an original conception of the meaning of a "calling," one that is helpful in understanding both how and why these four teachers—and, by extension, others like them—are able to teach with conviction and success despite the difficulties and challenges presented by today's schools. This artful marriage of philosophical and qualitative analysis will appeal to scholars and practitioners alike.This book will serve as a supplemental text in graduate and undergraduate courses in teacher education, philosophy of education, foundations, curriculum theory, and qualitative research methods, and will be of particular interest to faculty and researchers in those fields and to all practitioners.

In this new work, David Hansen extends and deepens a line of inquiry he set forth in his popular book, The Call to Teach. Hansen examines why the most important factor in the practice of teaching is the person who occupies the role of teacher. Drawing on classroom research, teachers' testimony, and a rich, historical tradition of philosophical reflection, Hansen crafts an original, highly accessible account that takes us to the moral heart of teaching. His is a straightforward, compelling vision of why teaching is essential in human life and why its rewards are special and distinctive. In an era of considerable political attack on teachers and teaching, this book vindicates the importance and vitality of what teachers do.

Putting good ideas into practice is one of the greatest challenges facing any educator. Eminent thinkers - John Dewey, Jane Addams, and others - dedicated their lives to producing ways of thinking about education and human welfare that have influenced many persons' lives. At the same time, these renowned thinkers were also trying to solve problems that every classroom teacher faces, namely, how to help children grow and learn as global citizens in a complex world. This pathbreaking book edited by David T. Hansen provides readers with a collection of insights drawn from a diverse array of thinkers that proves there is nothing quite as practical as a good educational philosophy. It will challenge readers to articulate their own working vision of how to integrate the ""big ideas"" about education into daily practice.

In this sequel to his internationally acclaimed classic, The Call to Teach, David Hansen revisits the idea of teaching as a calling in light of contemporary expectations in education. Reimagining The Call to Teach brings to life an ethical approach to teaching that is informed by an understanding of teaching's great purpose: to help the next generation forge a spirit of mutual care and concern while supporting each student's distinctive way of being in the world. Hansen juxtaposes testimony from public school educators with ideas and examples drawn from philosophy, teacher education, research on teaching, literature, and other arts. He demonstrates that, despite pressing structural challenges in the educational system, teachers can bring their calling to life by supporting one another and by engaging in philosophical inquiry and self-cultivation. Rendered with Hansen's customary eloquence, this dynamic book will be of interest to all who care about the dignity of teachers and teaching in our time. Book Features:Provides a fresh and inspiring account of teaching as a calling.Draws creatively on a wide-range of sources, including extensive testimony from teachers.Focuses on an ethical approach to working with teachers called "bearing witness."Highlights the important place of philosophy in being a teacher and a teacher educator.Uses an accessible and engaging style with rich examples throughout.

In this sequel to his internationally acclaimed classic, The Call to Teach, David Hansen revisits the idea of teaching as a calling in light of contemporary expectations in education. Reimagining The Call to Teach brings to life an ethical approach to teaching that is informed by an understanding of teaching's great purpose: to help the next generation forge a spirit of mutual care and concern while supporting each student's distinctive way of being in the world. Hansen juxtaposes testimony from public school educators with ideas and examples drawn from philosophy, teacher education, research on teaching, literature, and other arts. He demonstrates that, despite pressing structural challenges in the educational system, teachers can bring their calling to life by supporting one another and by engaging in philosophical inquiry and self-cultivation. Rendered with Hansen's customary eloquence, this dynamic book will be of interest to all who care about the dignity of teachers and teaching in our time. Book Features:Provides a fresh and inspiring account of teaching as a calling.Draws creatively on a wide-range of sources, including extensive testimony from teachers.Focuses on an ethical approach to working with teachers called "bearing witness."Highlights the important place of philosophy in being a teacher and a teacher educator.Uses an accessible and engaging style with rich examples throughout.

A History of Western Philosophy of Education is the first comprehensive overview of philosophy of education from ancient times to the present day. With five volumes covering 2500 years of history, this is the definitive reference work on the subject, comprising: Volume 1. A History of Western Philosophy of Education in Antiquity (500BCE-500CE)Edited by Avi. I. MintzVolume 2. A History of Western Philosophy of Education in The Middle Ages and Renaissance (500-1550)Edited by Kevin H. GaryVolume 3. A History of Western Philosophy of Education in The Age of Enlightenment (1550-1850)Edited by Tal GileadVolume 4. A History of Western Philosophy of Education in The Modern Era (1850-1914)Edited by Andrea R. EnglishVolume 5. A History of Western Philosophy of Education in The Contemporary Landscape (1914-present)Edited by Anna PagesEach volume covers the major thinkers and schools of thought for each historical period and pays particular attention to the following themes: philosophical anthropology; ethics; social and political philosophy; epistemology; aesthetics; pedagogy, schooling and education; philosophy of psychology and the social sciences. The volumes also include timelines showing the major historical events of the period including educational initiatives and the publication of noteworthy philosophical works.

A History of Western Philosophy of Education is the first comprehensive overview of philosophy of education from ancient times to the present day. With five volumes covering 2500 years of history, this is the definitive reference work on the subject, comprising:Volume 1. A History of Western Philosophy of Education in Antiquity (500BCE-500CE)Edited by Avi. I. MintzVolume 2. A History of Western Philosophy of Education in The Middle Ages and Renaissance (500-1550)Edited by Kevin H. GaryVolume 3. A History of Western Philosophy of Education in The Age of Enlightenment (1550-1850)Edited by Tal GileadVolume 4. A History of Western Philosophy of Education in The Modern Era (1850-1914)Edited by Andrea R. EnglishVolume 5. A History of Western Philosophy of Education in The Contemporary Landscape (1914-present)Edited by Anna PagesEach volume covers the major thinkers and schools of thought for each historical period and pays particular attention to the following themes: philosophical anthropology; ethics; social and political philosophy; epistemology; aesthetics; pedagogy, schooling and education; philosophy of psychology and the social sciences. The volumes also include timelines showing the major historical events of the period including educational initiatives and the publication of noteworthy philosophical works.

Profesores de todo el mundo buscan maneras creativas de responder a los problemas y a las posibilidades generadas por la globalización. Muchos trabajan con niños y jóvenes con unos bagajes culturales cada vez más variados, con diversas necesidades y capacidades; otros, aunque trabajan con poblaciones algo más homogéneas, son conscientes de que sus alumnos se encontrarán con una gran variedad de cambios durante su vida. En general, todos ellos se enfrentan a las difíciles y cambiantes condiciones actuales de la enseñanza.En este libro, prologado por Christopher Day y Ann Lieberman, David Hansen brinda a los profesores una manera de reconstruir sus filosofías de la educación a la luz de estas condiciones. Describe una orientación educativa que les puede ayudar a enfrentarse tanto a los desafíos como a las oportunidades en un mundo globalizado. Construye este planteamiento alrededor del cosmopolitismo, una antigua idea que siempre ha estado presente y ha tenido un hermoso sentido para los educadores.La idea clave supone educar para lo que el autor denomina como el equilibrio entre una apertura reflexiva hacia lo nuevo y una lealtad reflexiva hacia lo conocido. El libro muestra cómo los profesores de todos los niveles educativos pueden aplicar esta orientación y emplea ejemplos para ilustrar cómo se puede cultivar en la enseñanza en diferentes entornos. El autor se basa en gran medida en el trabajo de educadores, estudiosos de las humanidades y las ciencias sociales, novelistas, artistas, viajeros y otras figuras universales tanto del pasado como del presente. Estas diferentes figuras arrojan luz sobre la promesa de un punto de vista cosmopolita sobre la educación en nuestro tiempo.

Illuminates the power in bearing witness as an ethical orientation toward the world and its people.In The Witness as Educator, David T. Hansen examines the idea of bearing witness. He shows how it constitutes an ethical orientation that heeds human yearnings for justice, beauty, and meaning. He engages the work of three exemplary witnesses: W. G. Sebald, Aimé Césaire, and Walt Whitman. Sebald powerfully confronts the human costs of the violence of the nineteenth and twentieth centuries. Césaire evokes a creative Black consciousness in the face of European colonialism and attests to this outlook's joyous and painful development. Whitman's witness to American life, alongside his poignant testimony about caring for wounded soldiers during the American Civil War, speaks to a hope deeper than hope for the prospects of democracy. Hansen shows how these witnesses did not "choose" to write about their respective themes. They had to. The circumstances of their lives and the events of their time summoned them to bear witness. Hansen addresses how their efforts, supplemented by those of other witnesses whose testimony he incorporates, hold considerable educational promise in a world marked by continued misunderstanding and discord and yet also by great possibility.

Illuminates the power in bearing witness as an ethical orientation toward the world and its people.In The Witness as Educator, David T. Hansen examines the idea of bearing witness. He shows how it constitutes an ethical orientation that heeds human yearnings for justice, beauty, and meaning. He engages the work of three exemplary witnesses: W. G. Sebald, Aimé Césaire, and Walt Whitman. Sebald powerfully confronts the human costs of the violence of the nineteenth and twentieth centuries. Césaire evokes a creative Black consciousness in the face of European colonialism and attests to this outlook's joyous and painful development. Whitman's witness to American life, alongside his poignant testimony about caring for wounded soldiers during the American Civil War, speaks to a hope deeper than hope for the prospects of democracy. Hansen shows how these witnesses did not "choose" to write about their respective themes. They had to. The circumstances of their lives and the events of their time summoned them to bear witness. Hansen addresses how their efforts, supplemented by those of other witnesses whose testimony he incorporates, hold considerable educational promise in a world marked by continued misunderstanding and discord and yet also by great possibility.

The first book-length study of Dewey's extraordinary text.2007 CHOICE Outstanding Academic Title These original essays focus on John Dewey's Democracy and Education, a book widely regarded as one of the greatest works ever written in the history of educational thought. The contributors address Dewey's still powerful argument that education is not a preparation for life, but rather constitutes a fundamental aspect of the very experience of living. The authors examine Dewey's central themes, including the dynamics of human communication, the nature of growth, the relation between democracy and education, and the importance of recognizing student agency. They link their analyses with contemporary educational concerns and problems, offering ideas about what the curriculum for children and youth should be, how to prepare teachers for the profession, what pedagogical approaches make the most sense given societal trends, and how to reconstruct the purposes of school. This first book-length study of Dewey's extraordinary text attests to the continued power in his work and to the diverse audience of educators to whom he has long appealed.