Teaching for Human Dignity: Descriptive Inquiry in Teacher Practice: Authors Meet Critics

IF 0.9 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Studies in Philosophy and Education Pub Date : 2023-12-27 DOI:10.1007/s11217-023-09918-z

Cara Furman, Cecelia Traugh

引用次数: 0

Abstract

What does it mean to teach for human dignity? Pivoting around the recently published, Descriptive Inquiry in Teacher Practice: Cultivating Practical Wisdom to Create Democratic Schools, book authors and critics with disparate backgrounds will respond to this question. In the process, they will invite readers to also respond, working together to construct further understanding. In bringing together scholars around a shared question, the review borrows from Descriptive Inquiry – the method for studying teaching described in the book.

Critics: Ashley Taylor, Colgate University & Vikramadity Joshi, Teachers College, Columbia, Doris Santoro, Bowdoin College, Sam Rocha, University of British Columbia, Rachel Wahl, University of Virginia.

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为人类尊严而教：教师实践中的描述性探究：作者与评论家

为人类尊严而教意味着什么？围绕最近出版的《教师实践中的描述性探究》一书：围绕最近出版的《教师实践中的描述性探究：培养实践智慧，创建民主学校》一书，具有不同背景的本书作者和评论家将对这一问题做出回应。在此过程中，他们将邀请读者也做出回应，共同构建进一步的理解。在将学者们聚集在一个共同问题周围的过程中，评论借鉴了描述性探究--书中描述的研究教学的方法：阿什利-泰勒（Ashley Taylor），科尔盖特大学；维克拉玛蒂-乔希（Vikramadity Joshi），哥伦比亚师范学院；多里斯-桑托罗（Doris Santoro），鲍登学院；萨姆-罗查（Sam Rocha），英属哥伦比亚大学；雷切尔-瓦尔（Rachel Wahl），弗吉尼亚大学。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Philosophy and Education Multiple-

CiteScore

2.50

自引率

10.00%

发文量

期刊介绍： Studies in Philosophy and Education is an international peer-reviewed journal that focuses on the philosophical, theoretical, normative and conceptual problems and issues in educational research, policy and practice. As such, Studies in Philosophy and Education is not the expression of any one philosophical or theoretical school or cultural tradition. Rather, the journal promotes exchange and collaboration among philosophers, philosophers of education, educational and social science researchers, and educational policy makers throughout the world. Contributions that address this wide audience, while clearly presenting a philosophical argument and reflecting standards of academic excellence, are encouraged. Topics may range widely from important methodological issues in educational research as shaped by the philosophy of science to substantive educational policy problems as shaped by moral and social and political philosophy and educational theory. In addition, single issues of the journal are occasionally devoted to the critical discussion of a special topic of educational and philosophical importance. There is also a frequent Reviews and Rejoinders’ section, featuring book review essays with replies from the authors.

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