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

By George Allan, Malcolm D. Evans

This e-book of twelve essays applies the holistic theories of technique philosophy to the academic 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, resourceful considering and writing, nourishing relationships, ethical and environmental schooling, and the improvement of hospitable studying environments. Philosophy of schooling (PHED) welcomes lower than its interdisciplinary and cosmopolitan umbrella books on modern, recurrent, conventional, and non-traditional subject matters within the philosophy of schooling.

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

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The Work of Romance is Serious Play Why is it so difficult for the world of teaching to take seriously the romance stages we are all familiar with in our experience of out-of-school learning? Of the many factors, the basic ones are tacit assumptions. Just one, affecting our whole way of life, would probably be enough to block educational progress.

Lack of such awareness is like stumbling around in the dark; much is unseen or overlooked. Being aware of possible connections enables learner and teacher to probe deeper and to find more meaningful uses and interpretations of information. If I go outside my immediate concern, educating, to look at the relationality of ecology to economics, of work to human dignity, or of nature to human spirit, I find that thousands of relationships are taken for granted or often not considered at all. Neither teacher nor student can consider all of the possible connections within an instructional task, but to ignore exploration of manageable relationships is a disservice to the ideal of educating from a process perspective.

Yet this disparity in everyone’s moral development is an opportunity not an obstacle, for it describes the community we share. The variation in our virtues is an occasion for mutual help, a situation especially apropos since the higher forms of morality involve a quest for common goods. Some of us are not more virtuous than others, some of us are further along in our own moral maturation than others are. We each live along his or her own moral pathway, and these pathways are as different as the distance along them we may each have moved.

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