ABSTRACT
The challenge this book addresses is to demonstrate how, in teaching content knowledge, the development of intellectual and moral dispositions as virtues is not merely a good idea, or peripheral to that content, but deeply embedded in the logic of searching for knowledge and truth.
It offers a powerful example of how philosophy of education can be brought to bear on real problems of educational research and practice – pointing the reader to re-envision what it means to educate children (and how we might prepare teachers to take on such a role) by developing the person, instead of simply knowledge and skills. Connected intimately to the practice of teaching and teacher education, the book sets forth an alternative theory of education where the developing person is at the center of education set in a moral space and a political order. To this end, a framework of public and personal knowledge forms the content, to which personal dispositions are integral, not peripheral.
The book’s pedagogy is invitational, welcoming its readers as companions in inquiry and thought about the moral aspects of what we teach as knowledge.
TABLE OF CONTENTS
part |53 pages
Knowledge, Morality, and Authority in Teaching
chapter |16 pages
The Epistemological Presence in Teaching and Learning
chapter |17 pages
The Individual as Seeker After Knowledge
chapter |18 pages
The Moral and Epistemological Authority of the Teacher
part |52 pages
Virtue and Public Knowledge
chapter |15 pages
Truth and Truthfulness
chapter |18 pages
Belief and Open-Mindedness
chapter |17 pages
Evidence, Impartiality, and Judgment
part |50 pages
Virtue and Personal Knowledge
part |62 pages
The Virtues of the Teacher