Rethinking Secondary Education
A Human-Centred Approach
1. Auflage
Erschienen am 7. Juni 2012
Buch
Softcover
312 Seiten
978-1-4082-8478-0 (ISBN)
Beschreibung
'This is a timely, accessible and engaging book of considerable intellectual stature, bold imagination and practical wisdom. Not only does it develop penetrating, elegant analyses of what is wrong with current state controlled and alternative approaches to contemporary education, it also offers imaginative, practical suggestions for a more fulfilling, human centred alternative.'
Professor Michael Fielding, Institute of Education, University of London, UK.
'With great sensitivity and force, and in wonderfully clear prose, Scherto Gill and Garrett Thomson explore some fundamental questions about what we want from our education system and what we can expect from it. [...] It is highly recommended for all who are interested in education, whether from a more theoretical point of view or from a more practical point of view'
Professor Adrian W. Moore, Faculty of Philosophy, University of Oxford, UK.
Could we have a system of secondary education that provides alternatives to the current mainstream schooling and its emphasis on exams, learning outcomes and the delivery of a fixed curriculum?
How could such a system focus on both human and educational values?
How could secondary education combine the personal development of students with good academic standards?
In response to these questions, Gill and Thomson have written a new, cutting-edge text aimed at all those involved in the study of education or teacher training. Rethinking Secondary Education explores, debates and critiques new and alternative approaches to teaching young people today.
The book discusses a 'human-centred' approach to curriculum, pedagogy, assessment and the culture of schools and colleges. It is grounded in theory and empirical research, discussing the need for a curriculum for the future, bridging a gap between mainstream and alternative education. It also offers practical guidance on how these ideas can be put into practice, making it an ideal resource for trainee teachers, experienced practitioners and students of education alike.
Key features of the text:
A balanced approach, comparing and contrasting both traditional and alternative approaches to education
Strong grounding in theory and research
The inclusion of young people's perspectives and 'voices' on their education and on being an adolescent
Links to practice - showing how the theory and research can actually be put into practice to bring about change
Professor Michael Fielding, Institute of Education, University of London, UK.
'With great sensitivity and force, and in wonderfully clear prose, Scherto Gill and Garrett Thomson explore some fundamental questions about what we want from our education system and what we can expect from it. [...] It is highly recommended for all who are interested in education, whether from a more theoretical point of view or from a more practical point of view'
Professor Adrian W. Moore, Faculty of Philosophy, University of Oxford, UK.
Could we have a system of secondary education that provides alternatives to the current mainstream schooling and its emphasis on exams, learning outcomes and the delivery of a fixed curriculum?
How could such a system focus on both human and educational values?
How could secondary education combine the personal development of students with good academic standards?
In response to these questions, Gill and Thomson have written a new, cutting-edge text aimed at all those involved in the study of education or teacher training. Rethinking Secondary Education explores, debates and critiques new and alternative approaches to teaching young people today.
The book discusses a 'human-centred' approach to curriculum, pedagogy, assessment and the culture of schools and colleges. It is grounded in theory and empirical research, discussing the need for a curriculum for the future, bridging a gap between mainstream and alternative education. It also offers practical guidance on how these ideas can be put into practice, making it an ideal resource for trainee teachers, experienced practitioners and students of education alike.
Key features of the text:
A balanced approach, comparing and contrasting both traditional and alternative approaches to education
Strong grounding in theory and research
The inclusion of young people's perspectives and 'voices' on their education and on being an adolescent
Links to practice - showing how the theory and research can actually be put into practice to bring about change
Rezensionen / Stimmen
"This is a significant book for the field of education generally and human-centred education in particular. Recently, human-centred education has entered into something of a cul-de-sac characterised by exhortation and repetition ? this book offers an important route out of the current impasse." - Professor Ivor Goodson, Education Research Centre, University of Brighton"At a time when secondary education is so impoverished by the deadly weight of testing and league tables, by performance indicators and targets, it is important to have reasserted the aims of education in terms of personal development, human flourishing and enriching community. 'Rethinking Secondary Education' does this admirably. It offers the insights of alternative approaches to education, and does so with a philosophical depth that is rarely seen. This book is a welcome antidote to the impersonal nature of much educational theory and practice. It should be on the reading list of both trainee teachers and those teachers who need to be refreshed in their further professional development." - Professor Richard Pring, Department of Education, University of Oxford
"This is a timely, accessible and engaging book of considerable intellectual stature, bold imagination and practical wisdom. Not only does it develop penetrating, elegant analyses of what is wrong with current state controlled and alternative approaches to contemporary education, it also offers imaginative, practical suggestions for a more fulfilling, human centred alternative." - Professor Michael Fielding, Institute of Education, University of London
?With great sensitivity and force, and in wonderfully clear prose, Scherto Gill and Garrett Thomson explore some fundamental questions about what we want from our education system and what we can expect from it. Their work is largely philosophical in nature, but it also draws on empirical findings. It is highly recommended for all who are interested in education, whether from a more theoretical point of view or from a more practical point of view.? - Professor Adrian W. Moore, Oxford University
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Personen
Dr Scherto Gill is a Research Fellow at the Guerrand-Hermes Foundation for Peace and Visiting Fellow at the School of Education, University of Sussex. She has published widely in education. Her recent books include Transformation Through Education and Learning Across Cultures.
Professor Garrett Thomson is the Compton Chair in Philosophy, College of Wooster, Ohio, USA and the Chief Executive Officer of the Guerrand-Hermes Foundation for Peace. He is the author of many books on philosophy, including Needs and On the Meaning of Life.
Professor Garrett Thomson is the Compton Chair in Philosophy, College of Wooster, Ohio, USA and the Chief Executive Officer of the Guerrand-Hermes Foundation for Peace. He is the author of many books on philosophy, including Needs and On the Meaning of Life.
Inhalt
PART 1 Towards human-centred education
Chapter 1 The aims of education
Chapter 2 The natureof learning
Chapter 3 Motivation and emotion
Chapter 4 The experience of being an adolescent
Chapter 5 Understanding adolescence
Chapter 6 Human-centred education
PART 2 Rethinking secondary education
Chapter 7 Curriculum
Chapter 8 The teacher and the art of teaching
Chapter 9 Assessing assessment
Chapter 10 Young people's experience of secondary schooling
Chapter 11 Building learning communities - humanising schools
Chapter 1 The aims of education
Chapter 2 The natureof learning
Chapter 3 Motivation and emotion
Chapter 4 The experience of being an adolescent
Chapter 5 Understanding adolescence
Chapter 6 Human-centred education
PART 2 Rethinking secondary education
Chapter 7 Curriculum
Chapter 8 The teacher and the art of teaching
Chapter 9 Assessing assessment
Chapter 10 Young people's experience of secondary schooling
Chapter 11 Building learning communities - humanising schools