Understanding institutionalized education : towards a different philosophy of the school / by Roland Reichenbach ; translated by Lyn Shepard.

Format:

Book

Author/Creator:

Reichenbach, Roland, author.

Contributor:

Shepard, Lyn, translator.

Language:

English

Subjects (All):

Education--Philosophy.

Education.

Physical Description:

1 online resource (xi, 139 pages)

Edition:

1st ed.

Place of Publication:

Newcastle upon Tyne, England : Cambridge Scholars Publishing, [2020]

Summary:

Currently, the school as an institution is faced with a number of controversial expectations on behalf of society and politics in view of its significance, effectivity, and instrumentality. Frequently applied tests and longitudinal studies should measure the performance level of our educational system constantly, but there is still an ongoing disagreement in terms of of the organisation of schools and curricula. This book opposes the monopolizing of the school, arguing that it is irrelevant or guided by particular interests and recent tendencies that solely and primarily define the significance of school by its effectivity. The text defends the school as a place that should enable young people to become sociable and as a place of self-education. In doing so, it differentiates between pedagogical and extra-pedagogical tasks of schools, emphasises the importance of teachers as persons, and stresses the contributions of curricula and education that are fundamental for social cohesion, which are often not acknowledged in pedagogical theory.The book's plea addresses student teachers and teachers of all subjects and school levels, as well as everybody that is, directly or indirectly, affected by the transformation processes regarding this institution and who wants to engage in a pointedly critical discussion on current reforms.

Contents:

Intro

Table of Contents

Preface

1: On the Reading-and Five Theses

1.1 The theses for the five chapters

2: Intoduction

3: Learning as a Team

3.1 Civility

3.2 Propriety demands distance

3.3 Public spirit and shared intentions

4: On the Personality of Teaching

4.1 A certain passion for the world

4.2 Passive teacher, passive school?

4.3 The destined teacher

4.4 From virtue to skills?

4.5 Professional equanimity

4.6 The teacher's identity as a pedagogue

4.7 Professional ethics or professional ethos?

4.7.1 General comments on ethics

4.7.2 On the structure of the professional ethos

4.7.3 Ethos instead of ethics

4.8 The vanishing teacher and the school without a meaning

5: The Unclear Educational Task

5.1 Talking about education

5.2 What is an educational situation?

5.3 Functional and intentional education

5.4 Education in the context of socio-cultural development

5.5 Modernity

5.6 Education as behavioral technology

5.7 Education and the discussion about childhood and youth undergoing change

6: The School's Democratic Dimension

6.1 Is participation good?

6.2 The active citizen and the totally good human being

6.3 Gladiators, spectators, and apathetics

6.4 Political training and/or democratic education?

6.5 Consensus skills and fitting dissent

7: The School as a Place for Exchange and Willful Deception

7.1 Introducing the deception ethos

7.2 Pedagogy of deception?

7.3 Leading and allowing oneself to be led wisely

7.4 "Being privileged"-from an exchange-theory perspective

7.5 Obedience as an act of exchange

7.6 Staging: Didactics of appearance

7.7 Exchange of deceptions

8: Finally

8.1 First variation: birds without ornithological know-how

8.2 Second variation: learning to orient oneself.

8.3 Third variation: knowledge as a know-how transfer

Bibliography

Index.

Notes:

Description based on print version record.

Description based on publisher supplied metadata and other sources.

ISBN:

1-5275-5722-7

OCLC:

1195826350