Details

The Good Life of Teaching


The Good Life of Teaching

An Ethics of Professional Practice
Journal of Philosophy of Education, Band 22 1. Aufl.

von: Chris Higgins

21,99 €

Verlag: Wiley-Blackwell
Format: EPUB
Veröffentl.: 19.09.2011
ISBN/EAN: 9781444346510
Sprache: englisch
Anzahl Seiten: 320

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Beschreibungen

<i>The Good Life of Teaching</i> extends the recent revival of virtue ethics to professional ethics and the philosophy of teaching. It connects long-standing philosophical questions about work and human growth to questions about teacher motivation, identity, and development. <ul> <li> <div>Makes a significant contribution to the philosophy of teaching and also offers new insights into virtue theory and professional ethics</div> </li> <li> <div>Offers fresh and detailed readings of major figures in ethics, including Alasdair MacIntyre, Charles Taylor, and Bernard Williams and the practical philosophies of Hannah Arendt, John Dewey and Hans-Georg Gadamer</div> </li> <li> <div>Provides illustrations to assist the reader in visualizing major points, and integrates sources such as film, literature, and teaching memoirs to exemplify arguments in an engaging and accessible way</div> </li> <li> <div>Presents a compelling vision of teaching as a reflective practice showing how this requires us to prepare teachers differently<br /> </div> </li> </ul>
<p>Foreword by <i>Richard Smith</i> vii</p> <p>Acknowledgements ix</p> <p><b>Introduction: Why We Need a Virtue Ethics of Teaching 1</b></p> <p>Saints and scoundrels 1</p> <p>A brief for teacherly self-cultivation 2</p> <p>From the terrain of teaching to the definition of professional ethics 9</p> <p>Outline of the argument 10</p> <p><b>Part I The Virtues of Vocation: From Moral Professionalism to Practical Ethics</b></p> <p><b>1 Work and Flourishing: Williams’ Critique of Morality and its Implications for Professional Ethics 21</b></p> <p>Retrieving Socrates’ question 22</p> <p>Modern moral myopia 25</p> <p>What do moral agents want? 31</p> <p>From moral professionalism to professional ethics 35</p> <p><b>2 Worlds of Practice: MacIntyre’s Challenge to Applied Ethics 47</b></p> <p>The architecture of MacIntyre’s moral theory 48</p> <p>A closer look at internal goods 55</p> <p>The practicality of ethical reflection 61</p> <p>What counts as a practice: The proof, the pudding, and the recipe 63</p> <p>Boundary conditions: Practitioners, managers, interpreters, and fans 69</p> <p><b>3 Labour, Work, and Action: Arendt’s Phenomenology of Practical Life 85</b></p> <p>Arendt’s singular project 87</p> <p>Defining the deed 92</p> <p>Hierarchy and interdependence in the <i>vita activa</i> 99</p> <p><i>Praxis</i> in the professions 101</p> <p><b>4 A Question of Experience: Dewey and Gadamer on Practical Wisdom 111</b></p> <p>The constant gardener 113</p> <p>The existential and aesthetic dimensions of vocation 119</p> <p>Our dominant vocation 125</p> <p>Practical wisdom and the circle of experience 130</p> <p>The open question 134</p> <p><b>Part II a Virtue Ethics for Teachers: Problems and Prospects</b></p> <p><b>5 The Hunger Artist: Pedagogy and the Paradox of Self-Interest 145</b></p> <p>A blind spot in the educational imagination 145</p> <p>The hunger artist 154</p> <p>The very idea of a helping profession 161</p> <p>This ripeness of self 170</p> <p><b>6 Working Conditions: The Practice of Teaching and the Institution of School 177</b></p> <p>A <i>prima facie</i> case for teaching as a practice 178</p> <p>MacIntyre’s objection 190</p> <p>Schools as surroundings 198</p> <p><b>7 The Classroom Drama: Teaching as Endless Rehearsal and Cultural Elaboration 205</b></p> <p>Education as the drama of cultural renewal 208</p> <p>A false lead 214</p> <p>Teaching as labour, work, and action 217</p> <p>Education, shelter, and mediation 223</p> <p>Teaching as endless rehearsal 227</p> <p>Teaching as cultural elaboration 233</p> <p><b>8 Teaching as Experience: Toward a Hermeneutics of Teaching and Teacher Education 241</b></p> <p>Teaching as vocational environment 241</p> <p>Batch processing, kitsch culture, and other obstacles to teacher vocation 248</p> <p>The syntax of educational claims 254</p> <p>The shape of humanistic conversation 258</p> <p>Horizons of educational inquiry 266</p> <p>Teacher education for practical wisdom 273</p> <p>References 283</p> <p>Index 305</p>
<b>Chris Higgins</b> is Assistant Professor in the Department of Educational Policy, Organization and Leadership at the University of Illinois at Urbana-Champaign, where he is also Associate Editor and Review Editor of <i>Educational Theory</i>. A philosopher of education, his work draws on virtue ethics, hermeneutics, and psychoanalysis. His scholarly interests include professional ethics and teacher identity, dialogue and the teacher-student relationship, liberal learning and the humanistic imagination, professional education and the philosophy of work.<br /> <br />
What sort of work is teaching, and how does teaching shape the teacher? And why exactly do these questions matter within a 'helping profession' where altruistic talk of service dominates? In addressing these questions, this book offers not only a new statement in the philosophy of teaching but also an important advance in professional ethics. Drawing on recent developments in virtue ethics, Higgins demonstrates why an ethics of teaching must prioritize the question of the teacher's own self-enactment and self-cultivation, considering how the practice of teaching presents opportunities and obstacles for the teacher's own growth. By examining the major theories of practical philosophy on the terrain of teaching, this book sheds light on long-standing philosophical problems about self-interest and altruism, personal freedom and social roles, and practical wisdom and personhood. With the use of close reconstructions and vivid illustrations, he offers a fresh appreciation of a variety of neo-praxis philosophers including Hannah Arendt, John Dewey, Hans-Georg Gadamer and Alasdair MacIntyre. <p>A rigorous and accessible work of practical ethics, <i>The Good Life of Teaching</i> connects questions about the nature of teaching, teacher motivation and teacher education with more general questions about the relation of work to human flourishing. It offers a compelling vision of what it means to be a teacher, an indictment of the forces that compromise the practice of teaching, and a valuable account of how teaching can become a sustainable and self-fulfilling vocation.</p>
"The question of the ethical life of the teacher is as old as philosophy; but in the contemporary world this has been transformed into a question of professional ethics. In <i>The Good Life of Teaching</i>, Chris Higgins brings this newer question of professionalism back to its philosophical roots. Anyone who experiences teaching as a vocation - in the sense of a calling - but also wants to participate in the vocation of teaching - in the sense of a profession – will want to read this book."<br /> —<b>Jonathan Lear,</b> The University of Chicago <p>‘This is an exemplary book in philosophy of education. It combines intellectual rigour, ethical seriousness and imaginative verve in a finely pitched exploration of the nature of teaching. Philosophers will applaud how its argument for the pertinence to education of a wisely chosen group of key thinkers creatively extends our understanding of their work. More important, teachers will be deeply confirmed or transformed by its sane vision of what can make <i>their</i> work both noble and sustainable.’<br /> —<b>Joseph Dunne,</b> Cregan Professor Emeritus in philosophy of education, Dublin City University</p>

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