The underlying thesis of these lectures, volume 20 in the "Foundations of Waldorf Education" series, is that true education must be based on knowledge of the whole human being and that such knowledge cannot be attained without love. On this basis, Steiner presents his understanding of every aspect of child development--bodily, psychological, and spiritual.
At the same time, Rudolf Steiner shows that, to prove worthy of their calling, teachers must begin a process of inner development. In Steiner's view, it is human beings who give value and meaning to the world. Modern education, however, is gradually undermining this meaning. These lectures demonstrate that education can heal that lack of meaning and restore the meaning of humankind for the world.
Steiner also discusses the practical, day-to-day operation of the school. He talks about styles of teaching, teacher conferences, parent-teacher meetings, and how Waldorf education is related to the anthroposophic movement.
This book, while serving as a good introduction to Steiner's ideas on education, also represents the fruits of four years experience in the Waldorf school.
"No such lecture cycle is ever complete in an encyclopedic way, but each nevertheless covers 'the basics' in its own way. Any lecture by Rudolf Steiner also has its own incomparable value. Yet this sequence is truly extraordinary and incomparable in a different way, both because it is the last that Steiner gave on education and because, in his last months, Steiner was graced with a remarkable clarity and penetration that allowed him to address old topics (as well as new) with uncanny spiritual luminosity, precision, and sheer humanity. If anyone is looking for the 'last word' on Waldorf education, this is perhaps it--in more ways than one." --Christopher Bamford (from the introduction)
C O N T E N T S
Introduction by Christopher Bamford
1. The Need for Understanding the Human Being
2. Incarnation of the Human Being in a Physical Body
3. Walking, Speaking, Thinking
4. The Three Stages of Childhood
5. Teachers' Conferences in the Waldorf School
6. Parent-Teacher Meetings
7. The Temperaments and the Human Organism
8. Diet and the Four Temperaments
9. Styles of Education
10. Education and the Anthroposophic Movement
German source: Der pädagogisch Wert der Menschenerkenntnis und der Kulturwert der Pädagogik (CW 310).
This second edition has been updated to take account of significant changes in the field; young people’s use of digital technologies, the increasing involvement of world of business in state education, and ongoing high-profile debates about assessment, to name but a few. It examines the global move from traditional subject-and-knowledge based curricula towards skills and problem-solving and discusses how the emphasis on education for citizenship has forced us to reconsider the social functions of education.
Central topics also covered include:
With questions, points for consideration and ideas for further reading and research throughout, this book delivers discussion and analysis designed to support understanding of classroom interactions and to contribute to improved practice. It will be essential reading for all student teachers, those engaged in professional development, and Education Studies students.
′The book is encompassing all my own passions as a holistic practitioner; I feel it is multi-cultural, offering powerfully diverse and inclusive ideas of pedagogy. In particular, the concepts of this book are like a breath of fresh air for the ′disabled′ student, talking about alternative assessment etc.′ - Helene McArthur, ESCalate
`Every now and again you come across a really important book that shifts and clarifies your thinking. The Power of Pedagogy is one of those books. Here you′ll find a fascinating analysis of the myriad of issues and ideas surrounding teaching and learning today. Drawing on history, theory and vignettes form today′s classrooms, these two experienced and active thinkers and practitioners have managed to provide new perspectives on the pedagogic mission. A remarkable piece of scholarship, it′s a ′must′ for all those setting out to teach and for those already teaching with the sort of intellectual curiosity that is the hallmark of the outstanding teacher′ - Tim Brighouse, formerly Adviser for London Schools, is Visiting Professor at the Institute of Education
′This important book manages to combine an illuminating breadth of global reference with real insight into the practice of teaching and learning. Its highly readable investigative narrative integrates theory and practice with a quality of analysis that is both rare and entirely convincing′ - Sir David Winkley, former Headteacher Grove School, Handsworth and government education advisor
The concept of ′pedagogy′ has become increasingly important as a frame of reference for debate about teaching and learning. In this book the authors analyse and explore contemporary ideas of pedagogy through the work of key figures including Freire, Montessori and Vygotsky, and explain how a new conception of pedagogy could transform educational institutions, particularly schools.
In locating pedagogy as central to the process of education the authors:
- explore the historical and cultural antecedents of our understanding of pedagogy
- analyse the way understanding of the working of the human mind influences teaching and learning
- review and critique ideas about learning and the construction of knowledge
- examine the way new forms of communication are impacting on the processes and purposes of pedagogic activity.
Highly relevant for masters and doctoral students of education, this book will also be of interest to educational practitioners undertaking research on issues related to pedagogy, both in the UK and internationally.
Bob Moon and the late Jenny Leach have written extensively on pedagogy, teacher education and international developments in the field, including Learners and Pedagogies (1999). They lead the Research Group on Teacher Education across Societies and Cultures (RITES) at the Open University, UK.
Bob Moon is Professor of Education at the Open University and Director of the Teacher Education in Sub-Saharan Africa (TESSA) Programme.
Jenny Leach was Professor of Teacher Learning and Development at the Open University.
Winner of the 2016 Alpha Sigma Nu Book Award
From grading to testing, from content area disciplines to curriculum planning and instruction, from the social construction of knowledge to embodied cognition, this book takes the theories behind Critical Pedagogy and illustrates them at work in common classroom environments.
With a new preface from Harry Daniels this book explores the growing interest in Vygotsky and the pedagogic implications of the body of work that is developing under the influence of his theories. It provides an overview of the ways in which the original writing has been extended and identifies areas for future development. The author considers how these developments are creating new and important possibilities for the practices of teaching and learning in school and beyond, and illustrates how Vygotskian theory can be applied in the classroom.
The book is intended for students and academics in education and the social sciences and will be of interest to all those who wish to develop an analysis of pedagogic practice within and beyond the field of education.
Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb.
How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system.
John Taylor Gatto's Weapons of Mass Instruction , now available in paperback, focuses on mechanisms of traditional education which cripple imagination, discourage critical thinking, and create a false view of learning as a byproduct of rote-memorization drills. Gatto's earlier book, Dumbing Us Down , introduced the now-famous expression of the title into the common vernacular. Weapons of Mass Instruction adds another chilling metaphor to the brief against conventional schooling.
Gatto demonstrates that the harm school inflicts is rational and deliberate. The real function of pedagogy, he argues, is to render the common population manageable. To that end, young people must be conditioned to rely upon experts, to remain divided from natural alliances and to accept disconnections from their own lived experiences. They must at all costs be discouraged from developing self-reliance and independence.
Escaping this trap requires a strategy Gatto calls "open source learning" which imposes no artificial divisions between learning and life. Through this alternative approach our children can avoid being indoctrinated-only then can they achieve self-knowledge, good judgment, and courage.
How does our conception of pedagogy inform good teaching and learning?
Pedagogy is a complex concept of which student and practising teachers need to have an understanding, yet there remain many ambiguities about what the term means, and how it informs learning in the classroom. Understanding Pedagogy examines pedagogy in a holistic way, supporting a more critical and reflective understanding of teaching and learning. It considers pedagogy as a concept that covers not just teaching approaches and pupil-teacher relationships but one which also embraces and informs educational theory, personal learning styles, assessment, and relationships inside and outside the classroom.
A detailed consideration of what it means to be a professional in the contemporary climate, Understanding Pedagogy challenges student and practising teachers to reappraise their understanding and practice through effectively linking theory and practice. Key issues explored include the importance of understanding a learning styles profile, the application of cognitive neuroscience to teaching, personalised learning, assessment and feedback, and what we mean by critical reflection. Using the Personal Learning Styles Pedagogy, the authors make explicit the integration of theory and practice and the many decisions and selections that teachers make, their implications for what is being taught and learnt, how learners are positioned in the pedagogical process, and ultimately, how learning can be improved.
Understanding Pedagogywill be essential reading for student and practising teachers, as well those on Education Studies courses and undertaking masters level courses, involved in the endeavour of understanding what constitutes effective teaching and learning.
Yvette Jacksonis the Chief Executive Officer of the National Urban Alliance for Effective Education, founded at the College Board and Teachers College, Columbia University. She is internationally recognized for her work in assessing the learning potential of disenfranchised urban students. Yvette Jackson is available for select readings and lectures.
“The very in-depth elaboration of psychological, educational, and social concepts Dr. Jackson presents creates a large and ingenious inventory of pedagogical tools to promote the goals of achievement and upward mobility for those students who depend on teachers to make this possible.”
—From the Foreword byReuven Feuerstein, Chairman and Founder, ICELP, Jerusalem, Israel
“The Pedagogy of Confidencecan change the way we approach learning, teaching, and urban school reform. A remarkable achievement, this book should be read by every educator and policymaker truly interested in closing the achievement gap.”
—Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University
“Jackson’s unparalleled urban experience, coupled with her strength-based approach to learning, make this book what will become the ‘Rosetta Stone’ of urban education.”
—Joseph S. Renzulli, Director, The National Research Center on the Gifted and Talented, The University of Connecticut
“The Pedagogy of Confidenceis for urban educators who want to know how to be effective in teaching and developing strong relationships with their students. It is an invaluable resource to those who seek to make a difference.”
—Pedro A. Noguera, Peter L. Agnew Professor of Education, New York University
“ThePedagogy of Confidencerenews our hope for schools as homes for the fullest development of the mind, classrooms as engaging, mediative environments, and all learners as having the propensity for continued, lifelong intellectual growth.”
—Arthur L. Costa, Professor Emeritus, California State University, Sacramento
"How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning."
—Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching
"This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching."
—Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education
"Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues."
—Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching
"As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book."
—From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Teachers choose their vocation for reasons of the heart, because they care deeply about their students and about their subject. But the demands of teaching cause too many educators to lose heart. Is it possible to take heart in teaching once more so that we can continue to do what good teachers always do -- give heart to our students?
In The Courage to Teach, Parker Palmer takes teachers on an inner journey toward reconnecting with their vocation and their students -- and recovering their passion for one of the most difficult and important of human endeavors.
In this thoughtful collaborative study, the authors examine the processes by which education reform became entwined in debates over theories of modernization and the politics of anticommunism. Further analysis examines how the movement pushed the country into the type of brutal infighting that was taking place throughout the third world as the U.S. and U.S.S.R. struggled to impose their political philosophies on developing countries.
Pedagogy is at last gaining the attention in English-speaking countries which it has long enjoyed elsewhere. But is it the right kind of attention? Do we still tend to equate pedagogy with teaching technique and little more? Now that governments, too, have become interested in it, is pedagogy a proper matter for public policy and official prescription?
In Essays on Pedagogy, Robin Alexander brings together some of his most powerful recent writing, drawing on research undertaken in Britain and other countries, to illustrate his view that to engage properly with pedagogy we need to apply cultural, historical and international perspectives, as well as evidence on how children most effectively learn and teachers most productively teach.
The book includes chapters on a number of themes, expertly woven together:
For those who see teachers as thinking professionals, rather than as technicians who merely comply with received views of ‘best practice’, this book will open minds while maintaining a practical focus. For student teachers it will provide a framework for their development. Its strong and consistent international perspective will be of interest to educational comparativists, but is also an essential response to globalisation and the predicaments now facing humanity as a whole.
Students say the best teachers get them excited about learning, stretch their thinking, and keep them actively involved in class. But with increasingly diverse classrooms and constantly changing technology, each semester throws up new challenges for engaging students.
Discover how to keep your teaching, and your students, energized with The Skillful Teacher, a practical guide to effective techniques, approaches, and methods for today's college classrooms. Providing insights, reflections, and advice from his four decades of college teaching, Stephen Brookfield now adapts his successful methods to teaching online, working with diverse student populations, and making classrooms truly inclusive. As well as being completely revised, updated, and rewritten, this edition adds six brand new chapters on:
Readers will delve into what learning feels like from a student's perspective, as well as absorb the wisdom of veteran college faculty with whom the author has worked. Themes from the bestselling previous editions remain, but are revisited and expanded with the perspective of an additional decade in the classroom. This authoritative guide is now even more comprehensive to better serve teachers looking to improve. Whether you are new to the classroom or are looking to rise to new challenges, The Skillful Teacher will provide answers, expand your repertoire of techniques, and invigorate your teaching and your classrooms.
In Teaching Community bell hooks seeks to theorize from the place of the positive, looking at what works. Writing about struggles to end racism and white supremacy, she makes the useful point that "No one is born a racist. Everyone makes a choice." Teaching Community tells us how we can choose to end racism and create a beloved community. hooks looks at many issues-among them, spirituality in the classroom, white people looking to end racism, and erotic relationships between professors and students. Spirit, struggle, service, love, the ideals of shared knowledge and shared learning - these values motivate progressive social change.
Teachers of vision know that democratic education can never be confined to a classroom. Teaching - so often undervalued in our society -- can be a joyous and inclusive activity. bell hooks shows the way. "When teachers teach with love, combining care, commitment, knowledge, responsibility, respect, and trust, we are often able to enter the classroom and go straight to the heart of the matter, which is knowing what to do on any given day to create the best climate for learning."
Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom.
Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ‘how do we maximise achievement in our schools?’
Since the original publication of L. Dee Fink's Creating Significant Learning Experiences, higher education has continued to move in two opposite directions: more institutions encourage faculty to focus on research, obtaining grants, and publishing, while accreditation agencies, policy-makers, and students themselves emphasize the need for greater attention to the quality of teaching and learning.
Now the author has updated his bestselling classic, providing busy faculty with invaluable conceptual and procedural tools for instructional design. Step by step, Fink shows how to use a taxonomy of significant learning and systematically combine the best research-based practices for learning-centered teaching with a teaching strategy in a way that results in powerful learning experiences.
This edition addresses new research on how people learn, active learning, and student engagement; includes illustrative examples from online teaching; and reports on the effectiveness of Fink's time-tested model. Fink also explores recent changes in higher education nationally and internationally and offers more proven strategies for dealing with student resistance to innovative teaching.
Tapping into the knowledge, tools, and strategies in Creating Significant Learning Experiences empowers educators to creatively design courses that will result in significant learning for their students.
"As thought-provoking and inspiring today as it was when it was first published, it is a 'must' for anyone serious about creating courses that challenge students to learn deeply." —Elizabeth F. Barkley, author, Student Engagement Techniques
“This book is at once a trenchant critique of shallow and de-politicized approaches to teaching and learning, and a deftand illuminating commentary on the possibilities of recoveringeducationfor a transformative future. An invaluable feat for education!”
—Peter McLaren, professor, the Graduate School of Education and Information Studies, UCLA
“In this stunning collaboration, the authors deliver on their promise to demonstrate how youth can use their critical reasoning skills to interpret and interrogate a range of media texts. This is a quintessential book for youth workers in both schools and in out-of-school contexts who are committed to critical media education.”
—Maisha Winn, Susan J. Cellmer Chair in English Education, University of Wisconsin, Madison
This practical book examines how teaching media in high school English and social studies classrooms can address major challenges in our educational system. The authors argue that, in addition to providing underserved youth with access to 21st century learning technologies, critical media education will help improve academic literacy achievement in city schools.Critical Media Pedagogypresents first-hand accounts of teachers who are successfully incorporating critical media education into standards-based lessons and units. The book begins with an analysis of how media have been conceptualized and studied; it identifies the various ways that youth are practicing media, as well as how these practices are constantly increasing in sophistication. Finally, it offers concrete examples of how to develop a rigorous, standards-based content area curriculum that embraces new media practices and features media production.
Ernest Morrellis a professor of English education at Teachers College, Columbia University, and president-elect of the National Council of Teachers of English.Rudy Dueñasis a social studies teacher at Wilson High School and worked for 3 years for UCLA’s Summer Research Seminar.Veronica Garciais a former English teacher at Wilson High School in Los Angeles and currently an education doctoral candidate at the University of Southern California.Jorge Lopezis a social studies teacher at Roosevelt High School.
From the man whom The New York Times calls “a genius and a saint” comes a revelatory program for educating today’s youth. In Teach Like Your Hair’s on Fire!, Rafe Esquith reveals the techniques that have made him one of the most acclaimed educators of our time. The two mottoes in Esquith’s classroom are “Be Nice, Work Hard,” and “There Are No Shortcuts.” His students voluntarily come to school at 6:30 in the morning and work until 5:00 in the afternoon. They learn to handle money responsibly, tackle algebra, and travel the country to study history. They pair Hamlet with rock and roll, and read the American classics. Teach Like Your Hair’s on Fire! is a brilliant and inspiring road map for parents, teachers, and anyone who cares about the future success of our nation’s children.
Susan Stacey has worked in the early childhood education field for over thirty-five years as an early childhood educator, director, practicum advisor, and instructor in both Canada and the United States. She is a frequent speaker across North America.
The text demonstrates how professional insight emerges as teachers identify the elements that supported their understanding during their own learning. In this paradigm, professional awareness derives from the practitioner interrogating their own learning and identifying implications for their teaching of science. The book draws on a significant body of critically analysed empirical evidence collated and documented over a five-year period involving large numbers of trainee and practising teachers. It concludes that it is essential to ‘problematize’ subject knowledge, both for learner and teacher.
The book’s theoretical perspective draws on the field of cognitive psychology in learning. In particular, the role of metacognition and cognitive conflict in learning are examined and subsequently applied in a range of contexts. The work offers a unique and refreshing approach in addressing the important professional dimension of supporting teacher understanding of pedagogy and critically examines assumptions in contemporary debates about constructivism in science education.