The Moral Dimensions of Teaching

Reviews / Votes

"In this accessible and deeply reasoned book, two experienced teacher-scholars challenge us to look into the dailiness of classroom life to find the moral heart of teaching. Teachers and teacher educators will find here an invitation and a guide to greater imagination, generosity, and courage." -- William C. Ayers, author of A Kind and Just Parent
"Buzzelli and Johnston show convincingly that moral considerations pervade teaching. Their analysis dramatically reveals moral issues in many aspects of classroom interaction. A fine contribution." -- Nel Noddings, author of Caring: A Feminine Approach to Ethicsand Moral Education
"These scholars brilliantly demonstrate that in classrooms, moral issues are at stake moment by moment. Their message could not be more timely, as it bears many implications for what it means to understand schools and schooling." -- James Paul Gee, author of An Introductionto Discourse Analysis
"...An ambitious analysis that addresses morality grounded in classroom interaction. Through their analysis the authors make public the moment-to-moment moral aspects of teaching practice, a subject too long ignored." -- Teachers College Record
"If you have ever wondered how much influence a teacher's moral beliefs and values have on the quality of education that students will receive, this is a book you will want to read...This book provides a refreshing break from learning which teaching methods will improve education instead, the authors focus on less tangible variables that are, in their minds, far more critical to student success." -- Childhood Education
"This focus on developing the moral intuitions of teachers is arguably one of the highest goals of teacher education, and the most successful part of this book." -- History of Education Quarterly
"...An ambitious analysis that addresses morality grounded in classroom interaction. Through their analysis the authors make public the moment-to-moment moral aspects of teaching practice, a subject too long ignored." -- Teachers College Record