By Gary D. Fenstermacher
This article has been thoroughly revised to reinforce the connections among theories of educating and the perform of training. delivering wealthy descriptions of philosophical and old conceptions of training, this variation keeps utilizing the structure of the 3 methods and case examine dilemmas.
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Additional info for Approaches to Teaching (Thinking About Education Series)
It is hard to confront the view that we may do differently anything we are now doing; that we can always choose to act another way, think a different thought, feel a new emotion. Yet to be authentic, we must confront our freedom, we must create meaning for ourselves, and we must choose our way to and through our future. Do you recall our example of Jim Barnes teaching a math unit to his fifth grade? He wants his students to learn the formula for computing the area of plane surfaces bounded by straight lines.
Skinner's work had a powerful effect on the conceptions that many of us have about teaching and learning, and how the former affects the latter. These conceptions might not have influenced the actual practice of education too extensively, save for some events taking place in the political and economic sectors of our society at the time. Following the Brown v. Board of Education decision in 1954, the federal government made ever-increasing commitments to schooling as an instrument for the eradication of poverty and ignorance among racial and ethnic minorities.
But first, the common good must be considered. How, then, are we to tolerate the students' choosing the time, place, and content of their education, as the therapist approach would have it? Again, your desire, like ours, may be to look for compromise. The therapist approach is so attractive, so filled with dignity and hope for each human being, that we resist letting go of it. But, as we have asked before, how can you have both and be at all consistent with the principles and imperatives of either approach?