- Author
- Gregory, Marshall
- Publisher
- Palgrave Macmillan, New York, NY
- ISBN
- 9781137379450
- Table of Contents
-
List of Figure
Preface
Acknowlegments
ch. 1 Good Teaching and Educational Vision: Not the Same Thing as Disciplinary Expertise
ch. 2 Forgetting, Learning, and Living: How Education Makes a Difference Even Though We Forget Most of What We Learn
ch. 3 The Dynamics of Desire in Everyday Classrooms
ch. 4 Ethical Pedagogy
ch. 5 From Shakespeare on the Page to Shakespeare on the Stage: What I Learned about Teaching in Acting Class
ch. 6 Love? What’s Love Got to Do with it?
ch. 7 Developing Your Own Philosophy of Education: Principles, Not Personalities
ch. 8 What Is Teaching, After All?
ch. 9 Teacherly Ethos Revisited
Bibliography
Index
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Abstract: In this volume, the culmination of a lifetime's work as an educator, Marshall Gregory lays out a pedagogical theory and ethical vision for teaching. He argues that teachers across the arts and sciences can reach for teaching excellence by relying on more than good will, good intentions, sincerity, enthusiasm, and trial and error. They can think, individually and collectively, about the educable capacities of the students they teach and about the ultimate aim of their teaching: not to merely impart information or train their students in a discipline, but to develop their students' abilities for thought, reflection, questioning, and engagement to their fullest extent. Drawing on over forty-five years of teaching and thirty-five years of training teachers to think about pedagogy, Gregory speaks to any teacher wanting to more fully ground the what of teaching in the how and why. (From the Publisher)
Abstract: In this volume, the culmination of a lifetime's work as an educator, Marshall Gregory lays out a pedagogical theory and ethical vision for teaching. He argues that teachers across the arts and sciences can reach for teaching excellence by relying on more than good will, good intentions, sincerity, enthusiasm, and trial and error. They can think, individually and collectively, about the educable capacities of the students they teach and about the ultimate aim of their teaching: not to merely impart information or train their students in a discipline, but to develop their students' abilities for thought, reflection, questioning, and engagement to their fullest extent. Drawing on over forty-five years of teaching and thirty-five years of training teachers to think about pedagogy, Gregory speaks to any teacher wanting to more fully ground the what of teaching in the how and why. (From the Publisher)