東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Ethical teaching: A case for dialogi...

Foster, C. Robert.

Linked to FindBook

Google Book

Amazon

博客來

Ethical teaching: A case for dialogical resistance.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Ethical teaching: A case for dialogical resistance./
Author:	Foster, C. Robert.
Description:	248 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2507.
Contained By:	Dissertation Abstracts International67-07A.
Subject:	Education, Philosophy of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR15960
ISBN:	9780494159606

Ethical teaching: A case for dialogical resistance.
Foster, C. Robert.

Ethical teaching: A case for dialogical resistance. - 248 p.

Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2507.

Thesis (Ed.D.)--University of Toronto (Canada), 2006.

My contribution to the study of ethical pedagogy focuses on dialogical resistance in the classroom. Dialogical resistance must be argued and practised as a necessary dyadic tension between dominance and subservience, bureaucratic demands and subversion and individual conscience and collective pressures. Within the context of an increasingly diverse educational system and a functionally monolithic evaluation system, the ethical teacher will resist dialogically for the sake of ethical space in the classroom. The pressures and contradictions to be resisted are located within the teacher, between the teacher and students, and between the teacher and the education system. Resistance leads to more ethical space as the teacher-student relationship becomes less neutralized, more morally significant as a truly human relationship. I attach high ontological value to each human life, regardless of culture, religion, gender, race, performance, or ethical viewpoint.

ISBN: 9780494159606Subjects--Topical Terms:

783746
Education, Philosophy of.

Ethical teaching: A case for dialogical resistance.
LDR:03155nam 2200277 a 45 001 969012
005 20110920
008 110921s2006 eng d
020 $a 9780494159606
035 $a (UMI)AAINR15960
035 $a AAINR15960
040 $a UMI $c UMI
100 1 $a Foster, C. Robert. $3 1293068
245 1 0 $a Ethical teaching: A case for dialogical resistance.
300 $a 248 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2507.
502 $a Thesis (Ed.D.)--University of Toronto (Canada), 2006.
520 $a My contribution to the study of ethical pedagogy focuses on dialogical resistance in the classroom. Dialogical resistance must be argued and practised as a necessary dyadic tension between dominance and subservience, bureaucratic demands and subversion and individual conscience and collective pressures. Within the context of an increasingly diverse educational system and a functionally monolithic evaluation system, the ethical teacher will resist dialogically for the sake of ethical space in the classroom. The pressures and contradictions to be resisted are located within the teacher, between the teacher and students, and between the teacher and the education system. Resistance leads to more ethical space as the teacher-student relationship becomes less neutralized, more morally significant as a truly human relationship. I attach high ontological value to each human life, regardless of culture, religion, gender, race, performance, or ethical viewpoint.
520 $a In this dissertation, I address the following key questions: what basis can be derived from my own narrative account (Chapter One)? How can dialogical resistance be defined? How does it address the reality of asymmetrical relations (Chapter Two)? What are the pivotal ethical notions in Martin Buber that support dialogical resistance (Chapter Three)? What counts as dialogical resistance and to what ends (Chapter Four)? Why is the basis of Buber's relational ontology more credible than other views (Chapter Five)? What are some implications for evaluation in the classroom (Chapter Six)?
520 $a Resistance is usually applied to political movements (the French Resistance) or to authority structures (resisting police arrest). I will posit resistance as the intrapersonal, interpersonal and institutional responsibility of the teacher. I hope to show that by paying special attention to the teacher's role in ethical resistance, differences in the classroom can both be accounted for and honoured.
520 $a My choice of philosophical framework borrows from Buber's relational ontology. His dialogical core of unconditioned worth acts as fertile soil for justifying ethical resistance. Teachers acting within the Buberian vision of education are therefore called to resist dehumanizing pedagogies and enter into dialogical relations that promote healthy ethical tensions in educational settings.
590 $a School code: 0779.
650 4 $a Education, Philosophy of. $3 783746
690 $a 0998
710 2 0 $a University of Toronto (Canada). $3 1017674
773 0 $t Dissertation Abstracts International $g 67-07A.
790 $a 0779
791 $a Ed.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR15960