Pub Date : 2022-07-01DOI: 10.1177/14778785221113622
Michael J. Sandel
Michael Sandel replies to commentaries on his book The Tyranny of Merit, focusing on meritocracy and education, the role of merit and grace in economic discourse, and the resentment that fueled the populist backlash against elites.
迈克尔·桑德尔（Michael Sandel）回复了他在《功绩的暴政》（The Tyranny of Merit）一书中的评论，该书聚焦于精英政治和教育、功绩和恩典在经济话语中的作用，以及助长民粹主义者对精英的反弹的怨恨。
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Pub Date : 2022-07-01DOI: 10.1177/14778785221113205
Ashley Taylor
{"title":"Book review: Rebecca M. Taylor and Ashley Floyd Kuntz, eds., Ethics in Higher Education: Promoting Equity and Inclusion Through Case-Based Inquiry","authors":"Ashley Taylor","doi":"10.1177/14778785221113205","DOIUrl":"https://doi.org/10.1177/14778785221113205","url":null,"abstract":"","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"20 1","pages":"210 - 212"},"PeriodicalIF":1.2,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48807005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-29DOI: 10.1177/14778785221108844
M. Sardoč
The last few years have witnessed a resurgence of interest among both scholars and public intellectuals over issues associated with distributive justice and its gravitational orbit of concepts, including the idea of merit and the adjacent vision of a meritocratic society. Nevertheless, despite its centrality for conceptions of equality of opportunity, a merit-based allocation of advantaged social positions has been confronted by a range of objections. Michael Sandel’s book The Tyranny of Merit: What’s Become of the Common Good? provides a nuanced examination of ‘the age of meritocracy’ and meritocratic rationality as its key characteristic. It dovetails an elaborated analysis of the troubled legacy of meritocracy with an in-depth elucidation of the various flaws and shortcomings it came to be associated with. This article aims to examine some of the distinguishing features of merit-based allocation of advantaged social positions and the main shortcomings this distributive mechanism has been associated with. The introductory section identifies the most distinctive characteristics of the merit-based allocation of advantaged social positions. The central section reconstructs some of the arguments advanced by Michael Sandel in his book The Tyranny of Merit (2020). The concluding section presents the motivational impulse for the book symposium on The Tyranny of Merit and the main issues arising out of the discussion between the commentators and Prof. Sandel.
{"title":"The trouble with merit","authors":"M. Sardoč","doi":"10.1177/14778785221108844","DOIUrl":"https://doi.org/10.1177/14778785221108844","url":null,"abstract":"The last few years have witnessed a resurgence of interest among both scholars and public intellectuals over issues associated with distributive justice and its gravitational orbit of concepts, including the idea of merit and the adjacent vision of a meritocratic society. Nevertheless, despite its centrality for conceptions of equality of opportunity, a merit-based allocation of advantaged social positions has been confronted by a range of objections. Michael Sandel’s book The Tyranny of Merit: What’s Become of the Common Good? provides a nuanced examination of ‘the age of meritocracy’ and meritocratic rationality as its key characteristic. It dovetails an elaborated analysis of the troubled legacy of meritocracy with an in-depth elucidation of the various flaws and shortcomings it came to be associated with. This article aims to examine some of the distinguishing features of merit-based allocation of advantaged social positions and the main shortcomings this distributive mechanism has been associated with. The introductory section identifies the most distinctive characteristics of the merit-based allocation of advantaged social positions. The central section reconstructs some of the arguments advanced by Michael Sandel in his book The Tyranny of Merit (2020). The concluding section presents the motivational impulse for the book symposium on The Tyranny of Merit and the main issues arising out of the discussion between the commentators and Prof. Sandel.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"20 1","pages":"135 - 144"},"PeriodicalIF":1.2,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42922117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-15DOI: 10.1177/14778785221087018
Bill Merrifield
{"title":"Book review: The Transformative Classroom: Philosophical Foundations and Practical Applications, by Douglas W Yacek","authors":"Bill Merrifield","doi":"10.1177/14778785221087018","DOIUrl":"https://doi.org/10.1177/14778785221087018","url":null,"abstract":"","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41410914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/14778785221092192
Douglas W. Yacek
In this response to reviewers, I revisit some of the central positions and theses of my book The Transformative Classroom and engage with several important criticisms. In doing so, I try to point out what I think is of particular value for further understanding the transformative potential of the classroom, especially where I think I could have captured this better in the book.
{"title":"Revisiting The Transformative Classroom: A response to Schroeder-Strong, Merrifield, Morgan, and Dahlbeck","authors":"Douglas W. Yacek","doi":"10.1177/14778785221092192","DOIUrl":"https://doi.org/10.1177/14778785221092192","url":null,"abstract":"In this response to reviewers, I revisit some of the central positions and theses of my book The Transformative Classroom and engage with several important criticisms. In doing so, I try to point out what I think is of particular value for further understanding the transformative potential of the classroom, especially where I think I could have captured this better in the book.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"20 1","pages":"112 - 118"},"PeriodicalIF":1.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43322502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/14778785221087009
J. Dahlbeck
Douglas Yacek’s recent book The Transformative Classroom proposes a useful aspirational model of transformative education. In this critical commentary, I review this model and suggest that while it succeeds in overcoming some ethical shortcomings of other dominant models of transformative education, I would like to suggest that focusing on more subtle transformative gestures could have the benefit of being less dependent of the teacher’s intention to transform and of being less constrained by the expectation that transformation should take place primarily in the classroom. When transformation is conceived as an educational fiction, it may be conceived as a retroactive experience constructed around memories of the teacher's transformative gestures, thereby adding to Yacek’s aspirational model by allowing for transformation to continue beyond the walls of the classroom.
{"title":"Transformative gestures","authors":"J. Dahlbeck","doi":"10.1177/14778785221087009","DOIUrl":"https://doi.org/10.1177/14778785221087009","url":null,"abstract":"Douglas Yacek’s recent book The Transformative Classroom proposes a useful aspirational model of transformative education. In this critical commentary, I review this model and suggest that while it succeeds in overcoming some ethical shortcomings of other dominant models of transformative education, I would like to suggest that focusing on more subtle transformative gestures could have the benefit of being less dependent of the teacher’s intention to transform and of being less constrained by the expectation that transformation should take place primarily in the classroom. When transformation is conceived as an educational fiction, it may be conceived as a retroactive experience constructed around memories of the teacher's transformative gestures, thereby adding to Yacek’s aspirational model by allowing for transformation to continue beyond the walls of the classroom.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"20 1","pages":"105 - 111"},"PeriodicalIF":1.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66016132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/14778785221088133
Mark P. Schroeder-Strong
Douglas Yacek’s Transformative Education is critiqued according to how well various transformative education practices reflect current motivational theories. The conversion, emancipation, reconstruction, and aspirational strategies are set against popular theories of motivation in education: Deci and Ryan’s Self-Determination Theory, Carol Dweck’s Growth Mindset Theory, and Abraham Maslow’s Human Needs Theory. Overall, the aspirational approach is found to be more consistent with motivational theory, and future directions for the aspirational approach are discussed.
{"title":"Motivational aspects of transformative education","authors":"Mark P. Schroeder-Strong","doi":"10.1177/14778785221088133","DOIUrl":"https://doi.org/10.1177/14778785221088133","url":null,"abstract":"Douglas Yacek’s Transformative Education is critiqued according to how well various transformative education practices reflect current motivational theories. The conversion, emancipation, reconstruction, and aspirational strategies are set against popular theories of motivation in education: Deci and Ryan’s Self-Determination Theory, Carol Dweck’s Growth Mindset Theory, and Abraham Maslow’s Human Needs Theory. Overall, the aspirational approach is found to be more consistent with motivational theory, and future directions for the aspirational approach are discussed.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"20 1","pages":"83 - 90"},"PeriodicalIF":1.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46133085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/14778785221090016
Emily Y. Tran
Integrations is the latest volume in the History and Philosophy series from the University of Chicago Press. Lawrence Blum and Zoë Burkholder bring together historical and philosophical inquiry to examine the complex history and ongoing possibilities of school integration, that ‘most exalted and controversial ideal’ which many Americans have long ‘assumed to be [the] most obvious cure’ (pp. 3, 1) for racial inequality in education. In the past as in the present, parents and activists from various communities have defined integration – and thus assessed its desirability as a remedy for racial injustice – in disparate ways. Blum and Burkholder contend that a pluralist and egalitarian form of school integration remains a necessary foundation for civic education in a multiracial democracy. More broadly, they argue that educational and civic equality will remain elusive until the structures of racial and class injustice in American society are dismantled. The two opening chapters offer historical accounts of (a) how public schools have functioned as state-sponsored tools of white supremacy and (b) the concurrent and sustained efforts of communities of color to challenge educational racism. Drawing on the most recent scholarship, the authors consider the efforts of African American, Native American, Latinx, and Asian American communities in turn. Chapter 1, spanning the years between the foundation of American public school systems and the Brown decision in 1954, demonstrates how white officials discriminated against children of color by excluding them from public schools or segregating them in underfunded and dilapidated facilitates. White officials circumscribed the curricular programming available to children of color in many ways. Publicly funded Black schools in the South were required to follow a manual or industrial curriculum, government-run institutions for Native American children were instruments of cultural annihilation, and Mexican American students were prohibited from learning in Spanish under an aggressive Americanization program. Students, parents, and activists of color responded with direct attacks on racist policies through legal or diplomatic channels, overt resistance to white authorities, and measured accommodation. Importantly, many activists questioned the utility of racial 1090016 TRE0010.1177/14778785221090016Theory and Research in EducationBook review book-review2022
{"title":"Book review: Lawrence Blum and Zoë Burkholder, Integrations: The Struggle for Racial Equality and Civic Renewal in Public Education","authors":"Emily Y. Tran","doi":"10.1177/14778785221090016","DOIUrl":"https://doi.org/10.1177/14778785221090016","url":null,"abstract":"Integrations is the latest volume in the History and Philosophy series from the University of Chicago Press. Lawrence Blum and Zoë Burkholder bring together historical and philosophical inquiry to examine the complex history and ongoing possibilities of school integration, that ‘most exalted and controversial ideal’ which many Americans have long ‘assumed to be [the] most obvious cure’ (pp. 3, 1) for racial inequality in education. In the past as in the present, parents and activists from various communities have defined integration – and thus assessed its desirability as a remedy for racial injustice – in disparate ways. Blum and Burkholder contend that a pluralist and egalitarian form of school integration remains a necessary foundation for civic education in a multiracial democracy. More broadly, they argue that educational and civic equality will remain elusive until the structures of racial and class injustice in American society are dismantled. The two opening chapters offer historical accounts of (a) how public schools have functioned as state-sponsored tools of white supremacy and (b) the concurrent and sustained efforts of communities of color to challenge educational racism. Drawing on the most recent scholarship, the authors consider the efforts of African American, Native American, Latinx, and Asian American communities in turn. Chapter 1, spanning the years between the foundation of American public school systems and the Brown decision in 1954, demonstrates how white officials discriminated against children of color by excluding them from public schools or segregating them in underfunded and dilapidated facilitates. White officials circumscribed the curricular programming available to children of color in many ways. Publicly funded Black schools in the South were required to follow a manual or industrial curriculum, government-run institutions for Native American children were instruments of cultural annihilation, and Mexican American students were prohibited from learning in Spanish under an aggressive Americanization program. Students, parents, and activists of color responded with direct attacks on racist policies through legal or diplomatic channels, overt resistance to white authorities, and measured accommodation. Importantly, many activists questioned the utility of racial 1090016 TRE0010.1177/14778785221090016Theory and Research in EducationBook review book-review2022","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"20 1","pages":"130 - 132"},"PeriodicalIF":1.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49404636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/14778785221087016
H. Morgan
In his theory of educational transformation, Douglas Yacek outlines the possibility of aspiration as an educational model. In Yacek’s aspirational model, students undergo an awakening, acknowledge their ethical distance, recognize their ethical difference, and then make a resolution to change. After providing the theoretical background in conversation with other theories of transformation, Yacek offers the reader practical tools to actualize the aspirational classroom. This review proceeds to raise questions regarding the applicability of aspirational theory in a contemporary classroom, explicating additional barriers to the project and offering areas where additional research and problem-solving may be necessary.
{"title":"Yacek’s Transformative Classroom in the contemporary K-12 system","authors":"H. Morgan","doi":"10.1177/14778785221087016","DOIUrl":"https://doi.org/10.1177/14778785221087016","url":null,"abstract":"In his theory of educational transformation, Douglas Yacek outlines the possibility of aspiration as an educational model. In Yacek’s aspirational model, students undergo an awakening, acknowledge their ethical distance, recognize their ethical difference, and then make a resolution to change. After providing the theoretical background in conversation with other theories of transformation, Yacek offers the reader practical tools to actualize the aspirational classroom. This review proceeds to raise questions regarding the applicability of aspirational theory in a contemporary classroom, explicating additional barriers to the project and offering areas where additional research and problem-solving may be necessary.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"20 1","pages":"98 - 104"},"PeriodicalIF":1.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41842953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/14778785221090853
James Southworth
Although the literature on critical thinking and transformative learning has remained relatively distinct, they have both emphasized the importance of working through and resolving states of doubt. There has been less focus, however, on how we can bring ourselves from a confirmed belief to a position of doubt. This is a foundational skill. Without it, the possibility for intellectual and personal growth is limited. In part one, I focus on critical thinking to investigate what ability and/or disposition can help thinkers arouse a state of doubt. I first consider traditional dispositions of critical thinking, specifically reflection and open-mindedness, and argue that they are largely ineffective as they do not confront the problem of cognitive bias. I then propose perspective-taking as an essential tool to bring about a position of doubt. In part two, I examine leading theorists in transformative experience, transformative education, and transformative learning, who have also largely neglected perspective-taking. I illustrate that perspective-taking can initiate some instances of transformative learning and thereby provides a connecting point to critical thinking. Nevertheless, when engaging with perspective-taking exercises, I argue that instructors ought to prioritize the development of students’ critical thinking skills. In part three, I focus my discussion on incorporating nonfiction perspective-taking readings into university course syllabi as a way to develop students’ critical thinking while creating the conditions for transformative learning.
{"title":"Bridging critical thinking and transformative learning: The role of perspective-taking","authors":"James Southworth","doi":"10.1177/14778785221090853","DOIUrl":"https://doi.org/10.1177/14778785221090853","url":null,"abstract":"Although the literature on critical thinking and transformative learning has remained relatively distinct, they have both emphasized the importance of working through and resolving states of doubt. There has been less focus, however, on how we can bring ourselves from a confirmed belief to a position of doubt. This is a foundational skill. Without it, the possibility for intellectual and personal growth is limited. In part one, I focus on critical thinking to investigate what ability and/or disposition can help thinkers arouse a state of doubt. I first consider traditional dispositions of critical thinking, specifically reflection and open-mindedness, and argue that they are largely ineffective as they do not confront the problem of cognitive bias. I then propose perspective-taking as an essential tool to bring about a position of doubt. In part two, I examine leading theorists in transformative experience, transformative education, and transformative learning, who have also largely neglected perspective-taking. I illustrate that perspective-taking can initiate some instances of transformative learning and thereby provides a connecting point to critical thinking. Nevertheless, when engaging with perspective-taking exercises, I argue that instructors ought to prioritize the development of students’ critical thinking skills. In part three, I focus my discussion on incorporating nonfiction perspective-taking readings into university course syllabi as a way to develop students’ critical thinking while creating the conditions for transformative learning.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"20 1","pages":"44 - 63"},"PeriodicalIF":1.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46456821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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