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Authority and the teacher

Authority and the teacher

Material type
단행본
Personal Author
Kitchen, William H.
Title Statement
Authority and the teacher / William H. Kitchen.
Publication, Distribution, etc
London :   Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc,   2014.  
Physical Medium
xv, 202 p. ; 22 cm.
ISBN
9781472529848 (hardback) 9781472524287 (paperback)
요약
"The notion of authority in education has become an increasingly negative concept, regarded by some as championed only by rigid traditionalists and those who cling on to outdated educational theory and philosophy. Authority and the Teacher seeks to overturn the notion that authority is a restrictive force within education, serving only to stifle creativity and drown out the voice of the student. William H. Kitchen argues that any education must have, as one of its cornerstones, a component which encourages the fullest development of knowledge, which serves as the great educational emancipator. In this version of knowledge-driven education, the teacher's authority should be absolute, so as to ensure that the teacher has the scope to liberate their pupils. The pupil, in the avoidance of ignorance, can thus embrace what is rightfully theirs; the inheritance of intellectual riches passed down through time.By invoking the work of three major philosophers - Polanyi, Oakeshott and Wittgenstein - as well as contributions from other key thinkers on authority, this book underpins previous claims for the need for authority in education with the philosophical clout necessary to ensure these arguments permeate modern mainstream educational thinking"--
Content Notes
Machine generated contents note: -- Foreword, Chris WoodheadAcknowledgementsPrefaceIntroduction: An Education to be Fearful forPart I: The Background1. Sociological and Philosophical BackgroundA Sociological PerspectivePhilosophy and Theory2. A Definition of AuthorityThe Distinction between Authority and Power3. Authority: Why all the fuss?The Implications for LearningThe Meno Paradox: A Learning ConundrumThe Implications for the Foundations of Knowledge: The Aristotelian ProblemThe Implications for EducationPart II: The Argument4. Polanyi on AuthorityA Brief Philosophical History of Authority and DoubtPolanyi's Fiduciary FrameworkThe Importance of Traditions and Communities within the Fiduciary FrameworkThe Paradigmatic Example: Learning How To SpeakPolanyi's Theory of Knowledge: A CritiqueTacit Knowledge or Guided by Rules?A Proof by ContradictionThe Rule-following ParadoxConcluding the Proof by ContradictionBack to Polanyi5. Oakeshott on AuthorityTeaching and Learning: An Oakeshott DefinitionInformation as 'Inert' KnowledgeJudgement as 'Dynamic' KnowledgeThe Need for Both Information and JudgementPost-script: The Need for Authority in Knowledge, Teaching and Learning, and Education6. Wittgenstein on AuthorityA Foundationalist ApproachThe Categorical Distinction between Certainty and KnowledgeBedrock Certainty: Trust and TrainingHow 'Training' and 'Trust' Depend on Authority: Beyond the Wittgensteinian VisionConclusionBibliography.
Subject Added Entry-Topical Term
Teacher-student relationships. Education --Philosophy. Authority. EDUCATION / General. EDUCATION / Philosophy & Social Aspects. EDUCATION / Teaching Methods & Materials / General.
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020 ▼a 9781472529848 (hardback)
020 ▼a 9781472524287 (paperback)
035 ▼a (KERIS)REF000017349707
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082 0 0 ▼a 371.102/3 ▼2 23
084 ▼a 371.1023 ▼2 DDCK
090 ▼a 371.1023 ▼b K62a
100 1 ▼a Kitchen, William H.
245 1 0 ▼a Authority and the teacher / ▼c William H. Kitchen.
260 ▼a London : ▼b Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc, ▼c 2014.
263 ▼a 1411
300 ▼a xv, 202 p. ; ▼c 22 cm.
336 ▼a text ▼2 rdacontent
337 ▼a unmediated ▼2 rdamedia
338 ▼a volume ▼2 rdacarrier
505 8 ▼a Machine generated contents note: -- Foreword, Chris WoodheadAcknowledgementsPrefaceIntroduction: An Education to be Fearful forPart I: The Background1. Sociological and Philosophical BackgroundA Sociological PerspectivePhilosophy and Theory2. A Definition of AuthorityThe Distinction between Authority and Power3. Authority: Why all the fuss?The Implications for LearningThe Meno Paradox: A Learning ConundrumThe Implications for the Foundations of Knowledge: The Aristotelian ProblemThe Implications for EducationPart II: The Argument4. Polanyi on AuthorityA Brief Philosophical History of Authority and DoubtPolanyi's Fiduciary FrameworkThe Importance of Traditions and Communities within the Fiduciary FrameworkThe Paradigmatic Example: Learning How To SpeakPolanyi's Theory of Knowledge: A CritiqueTacit Knowledge or Guided by Rules?A Proof by ContradictionThe Rule-following ParadoxConcluding the Proof by ContradictionBack to Polanyi5. Oakeshott on AuthorityTeaching and Learning: An Oakeshott DefinitionInformation as 'Inert' KnowledgeJudgement as 'Dynamic' KnowledgeThe Need for Both Information and JudgementPost-script: The Need for Authority in Knowledge, Teaching and Learning, and Education6. Wittgenstein on AuthorityA Foundationalist ApproachThe Categorical Distinction between Certainty and KnowledgeBedrock Certainty: Trust and TrainingHow 'Training' and 'Trust' Depend on Authority: Beyond the Wittgensteinian VisionConclusionBibliography.
520 ▼a "The notion of authority in education has become an increasingly negative concept, regarded by some as championed only by rigid traditionalists and those who cling on to outdated educational theory and philosophy. Authority and the Teacher seeks to overturn the notion that authority is a restrictive force within education, serving only to stifle creativity and drown out the voice of the student. William H. Kitchen argues that any education must have, as one of its cornerstones, a component which encourages the fullest development of knowledge, which serves as the great educational emancipator. In this version of knowledge-driven education, the teacher's authority should be absolute, so as to ensure that the teacher has the scope to liberate their pupils. The pupil, in the avoidance of ignorance, can thus embrace what is rightfully theirs; the inheritance of intellectual riches passed down through time.By invoking the work of three major philosophers - Polanyi, Oakeshott and Wittgenstein - as well as contributions from other key thinkers on authority, this book underpins previous claims for the need for authority in education with the philosophical clout necessary to ensure these arguments permeate modern mainstream educational thinking"-- ▼c Provided by publisher.
520 ▼a "The notion of authority in education has become an increasingly negative concept, regarded by some as championed only by rigid traditionalists and those who cling on to outdated educational theory and philosophy. Authority and the Teacher seeks to overturn the notion that authority is a restrictive force within education, serving only to stifle creativity and drown out the voice of the student. William H. Kitchen argues that any education must have, as one of its cornerstones, a component which encourages the fullest development of knowledge, which serves as the great educational emancipator. In this version of knowledge-driven education, the teacher's authority should be absolute, so as to ensure that the teacher has the scope to liberate their pupils. The pupil, in the avoidance of ignorance, can thus embrace what is rightfully theirs; the inheritance of intellectual riches passed down through time. By invoking the work of three major philosophers - Polanyi, Oakeshott and Wittgenstein - as well as contributions from other key thinkers on authority, this book underpins previous claims for the need for authority in education with the philosophical clout necessary to ensure these arguments permeate modern mainstream educational thinking"-- ▼c Provided by publisher.
650 0 ▼a Teacher-student relationships.
650 0 ▼a Education ▼x Philosophy.
650 0 ▼a Authority.
650 7 ▼a EDUCATION / General. ▼2 bisacsh.
650 7 ▼a EDUCATION / Philosophy & Social Aspects. ▼2 bisacsh.
650 7 ▼a EDUCATION / Teaching Methods & Materials / General. ▼2 bisacsh.
945 ▼a KLPA

Holdings Information

No. Location Call Number Accession No. Availability Due Date Make a Reservation Service
No. 1 Location Main Library/Western Books/ Call Number 371.1023 K62a Accession No. 111844018 Availability Available Due Date Make a Reservation Service B M

Contents information

Table of Contents

Foreword Chris Woodhead
Acknowledgements
Preface
Introduction: An Education to be Fearful for
Part I: The Background
1. Sociological Background
2. Philosophical and Theoretical Background
3. A Definition of Authority
4. Authority: Why all the fuss?
Part II: The Argument
5. Polanyi on Authority
6. Oakeshott on Authority
7.The Need for Authority in Knowledge, Teaching and Learning, and Education
8. Wittgenstein on Authority
Conclusion
Bibliography
Index

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