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Teaching virtue and practical reason...

Gossett, Amy D.

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Teaching virtue and practical reason: The Aristotelian classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching virtue and practical reason: The Aristotelian classroom./
Author:	Gossett, Amy D.
Description:	187 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0324.
Contained By:	Dissertation Abstracts International66-01A.
Subject:	Political Science, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3162236
ISBN:	0496959158

Teaching virtue and practical reason: The Aristotelian classroom.
Gossett, Amy D.

Teaching virtue and practical reason: The Aristotelian classroom. - 187 p.

Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0324.

Thesis (Ph.D.)--Indiana University, 2004.

This dissertation constructs an Aristotelian model of civic education and explores the degree to which all schools may employ these principles. Much of today's educational debate centers on the inadequacy of public schools for providing the tools necessary for individual achievement or societal cohesion. Recent violence on school campuses has only exacerbated these perceptions. My project seeks to improve so-called values education dialogue by avoiding the political left's problem of relativism and the political right's imposition of religious dogma.

ISBN: 0496959158Subjects--Topical Terms:

1017391
Political Science, General.

Teaching virtue and practical reason: The Aristotelian classroom.
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100 1 $a Gossett, Amy D. $3 1900877
245 1 0 $a Teaching virtue and practical reason: The Aristotelian classroom.
300 $a 187 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0324.
500 $a Chairs: Jean C. Robinson; Russell L. Hanson.
502 $a Thesis (Ph.D.)--Indiana University, 2004.
520 $a This dissertation constructs an Aristotelian model of civic education and explores the degree to which all schools may employ these principles. Much of today's educational debate centers on the inadequacy of public schools for providing the tools necessary for individual achievement or societal cohesion. Recent violence on school campuses has only exacerbated these perceptions. My project seeks to improve so-called values education dialogue by avoiding the political left's problem of relativism and the political right's imposition of religious dogma.
520 $a I utilize Aristotle's Politics, Nicomachean Ethics, and Eudemain Ethics to develop a framework for civic education that stresses the teaching of virtuous behaviors and practical reason. This model is then used to stimulate critical self-reflection of our schooling processes and highlight possible areas of success and failure. The model becomes the lens through which I interpret what some classes are doing to civically engage students. I observed many learning episodes in a variety of classroom settings: secular and non-secular, public and private, and both untracked and Advanced Placement courses.
520 $a The Aristotelian model helps create an explicit self-awareness of civic teaching methods that otherwise may be overlooked or under-utilized in classrooms. By illuminating and emphasizing these strategies, they may be more consciously and consistently applied throughout the curriculum. By using a new framework, I seek to move research beyond simply recording the deficiencies of public schools toward reproducing the strengths of all schools.
590 $a School code: 0093.
650 4 $a Political Science, General. $3 1017391
650 4 $a Education, Philosophy of. $3 783746
650 4 $a Education, Curriculum and Instruction. $3 576301
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710 2 0 $a Indiana University. $3 960096
773 0 $t Dissertation Abstracts International $g 66-01A.
790 1 0 $a Robinson, Jean C., $e advisor
790 1 0 $a Hanson, Russell L., $e advisor
790 $a 0093
791 $a Ph.D.
792 $a 2004
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