Learning Through Dialogue
The Relevance of Martin Buber's Classroom
1st Edition
Published on 8. April 2013
1 pages
979-8-216-22678-9 (ISBN)
Description
Educational practice today often fails to make the crucial distinction between learning as an accumulation of information and learning as a dialogical interaction that elicits one's personal response to the material. Learning Through Dialogue offers an alternative approach to teaching and learning, which utilizes Martin Buber's dialogical principles: turning toward, addressing affirmatively, listening attentively, and responding responsibly. The book first presents Buber's educational theory and method and second presents specific examples of how Buber's dialogical philosophy can be applied in the classroom. Rather than imposing one's own views, this approach enables teachers and students to develop course content in uniquely appropriate ways. If you are a teacher, a student, an educator at any level, or anyone interested in furthering his or her ability to engage more meaningfully with the educational process, this book will challenge you with fresh perspectives.
More details
Edition
1. Auflage
Language
English
Place of publication
United States
Publishing group
Bloomsbury Publishing Plc
Illustrations
2 tables
ISBN-13
979-8-216-22678-9 (9798216226789)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Book
04/2013
Rowman & Littlefield Education
€92.40
Shipment within 10-20 days
Person
Kenneth Paul Kramer is professor emeritus of comparative religious studies at San Jose (CA) State University, where he taught from 1978 to 2001. Among his works, he has published Martin Buber's I and Thou: Practicing Living Dialogue (2003) and Martin Buber's Spirituality: Hasidic Wisdom for Everyday Life (2012).
Content
Foreword
Preface
Introduction
Part ITHEORY/METHOD
Chapter 1 Buber's Two Ways of Learning
Chapter 2 Buber's Method of Inclusion
Chapter 3 Teaching as Unteaching
Chapter 4 The Broadest Frame: Dialogue as Meta-Methodology
Part IIAPPLICATION/PRACTICE
Chapter 5 Dialogues with Texts
Chapter 6 Dialogues with Students
Chapter 7 Interview Dialogues
Chapter 8 Journal Dialogues
Conclusion
Critical Terms
Works Cited
Notes
Index
Preface
Introduction
Part ITHEORY/METHOD
Chapter 1 Buber's Two Ways of Learning
Chapter 2 Buber's Method of Inclusion
Chapter 3 Teaching as Unteaching
Chapter 4 The Broadest Frame: Dialogue as Meta-Methodology
Part IIAPPLICATION/PRACTICE
Chapter 5 Dialogues with Texts
Chapter 6 Dialogues with Students
Chapter 7 Interview Dialogues
Chapter 8 Journal Dialogues
Conclusion
Critical Terms
Works Cited
Notes
Index
