Authority and the teacher /:
"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increasingly negative concept, regarded by some as championed only by rigid traditionalists and those who cling on to outdated educational theory and philosophy.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 restri...
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
London :
Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc,
2014.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "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increasingly negative concept, regarded by some as championed only by rigid traditionalists and those who cling on to outdated educational theory and philosophy.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"-- |
| Beschreibung: | 1 online resource |
| ISBN: | 9781472523679 1472523679 9781472529800 1472529804 9781472593399 1472593391 |
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| 245 | 1 | 0 | |a Authority and the teacher / |c William H. Kitchen. |
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| 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increasingly negative concept, regarded by some as championed only by rigid traditionalists and those who cling on to outdated educational theory and philosophy.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 | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Introduction: An education to be fearful : Rationale, aims and objectives -- Part One. The Background: 1. The sociological background; 2. The philosophical and theoretical background; 3. A definition of authority; 4. Authority: Why all the fuss -- Part Two. The Argument: 5. Polanyi on authority; Oakeshott on authority; 7. The need for authority in knowledge, teaching and learning, and education; 8. Wittgenstein on authority -- Conclusion. | |
| 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. | |
| 650 | 0 | |a Teacher-student relationships. |0 http://id.loc.gov/authorities/subjects/sh85132960 | |
| 650 | 0 | |a Education |x Philosophy. |0 http://id.loc.gov/authorities/subjects/sh85041014 | |
| 650 | 0 | |a Authority. |0 http://id.loc.gov/authorities/subjects/sh85009789 | |
| 650 | 6 | |a Éducation |x Philosophie. | |
| 650 | 6 | |a Autorité. | |
| 650 | 7 | |a Moral & social purpose of education. |2 bicssc | |
| 650 | 7 | |a Teachers' classroom resources & material. |2 bicssc | |
| 650 | 7 | |a Education. |2 bicssc | |
| 650 | 7 | |a EDUCATION |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Philosophy & Social Aspects. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Teaching Methods & Materials |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Administration |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a Authority |2 fast | |
| 650 | 7 | |a Education |x Philosophy |2 fast | |
| 650 | 7 | |a Teacher-student relationships |2 fast | |
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| 776 | 0 | 8 | |i Print version: |a Kitchen, William H. |t Authority and the teacher |z 9781472529848 |w (DLC) 2014003695 |w (OCoLC)861955394 |
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EDU-ocn892730645 |
|---|---|
| _version_ | 1816797225215328256 |
| adam_text | |
| any_adam_object | |
| author | Kitchen, William H. |
| author_facet | Kitchen, William H. |
| author_role | |
| author_sort | Kitchen, William H. |
| author_variant | w h k wh whk |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB1033 |
| callnumber-raw | LB1033 .K533 2014eb |
| callnumber-search | LB1033 .K533 2014eb |
| callnumber-sort | LB 41033 K533 42014EB |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EDU |
| contents | Introduction: An education to be fearful : Rationale, aims and objectives -- Part One. The Background: 1. The sociological background; 2. The philosophical and theoretical background; 3. A definition of authority; 4. Authority: Why all the fuss -- Part Two. The Argument: 5. Polanyi on authority; Oakeshott on authority; 7. The need for authority in knowledge, teaching and learning, and education; 8. Wittgenstein on authority -- Conclusion. 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. |
| ctrlnum | (OCoLC)892730645 |
| dewey-full | 371.102/3 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.102/3 |
| dewey-search | 371.102/3 |
| dewey-sort | 3371.102 13 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| id | ZDB-4-EDU-ocn892730645 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-26T14:54:11Z |
| institution | BVB |
| isbn | 9781472523679 1472523679 9781472529800 1472529804 9781472593399 1472593391 |
| language | English |
| oclc_num | 892730645 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource |
| psigel | ZDB-4-EDU |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc, |
| record_format | marc |
| spelling | Kitchen, William H. Authority and the teacher / William H. Kitchen. London : Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc, 2014. 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier "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"-- Provided by publisher Print version record. Introduction: An education to be fearful : Rationale, aims and objectives -- Part One. The Background: 1. The sociological background; 2. The philosophical and theoretical background; 3. A definition of authority; 4. Authority: Why all the fuss -- Part Two. The Argument: 5. Polanyi on authority; Oakeshott on authority; 7. The need for authority in knowledge, teaching and learning, and education; 8. Wittgenstein on authority -- Conclusion. 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. Teacher-student relationships. http://id.loc.gov/authorities/subjects/sh85132960 Education Philosophy. http://id.loc.gov/authorities/subjects/sh85041014 Authority. http://id.loc.gov/authorities/subjects/sh85009789 Éducation Philosophie. Autorité. Moral & social purpose of education. bicssc Teachers' classroom resources & material. bicssc Education. bicssc EDUCATION General. bisacsh EDUCATION Philosophy & Social Aspects. bisacsh EDUCATION Teaching Methods & Materials General. bisacsh EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Authority fast Education Philosophy fast Teacher-student relationships fast has work: Authority and the teacher (Text) https://id.oclc.org/worldcat/entity/E39PCGXBTXt3BgVxjvtM96HKVC https://id.oclc.org/worldcat/ontology/hasWork Print version: Kitchen, William H. Authority and the teacher 9781472529848 (DLC) 2014003695 (OCoLC)861955394 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=859950 Volltext |
| spellingShingle | Kitchen, William H. Authority and the teacher / Introduction: An education to be fearful : Rationale, aims and objectives -- Part One. The Background: 1. The sociological background; 2. The philosophical and theoretical background; 3. A definition of authority; 4. Authority: Why all the fuss -- Part Two. The Argument: 5. Polanyi on authority; Oakeshott on authority; 7. The need for authority in knowledge, teaching and learning, and education; 8. Wittgenstein on authority -- Conclusion. 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. Teacher-student relationships. http://id.loc.gov/authorities/subjects/sh85132960 Education Philosophy. http://id.loc.gov/authorities/subjects/sh85041014 Authority. http://id.loc.gov/authorities/subjects/sh85009789 Éducation Philosophie. Autorité. Moral & social purpose of education. bicssc Teachers' classroom resources & material. bicssc Education. bicssc EDUCATION General. bisacsh EDUCATION Philosophy & Social Aspects. bisacsh EDUCATION Teaching Methods & Materials General. bisacsh EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Authority fast Education Philosophy fast Teacher-student relationships fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85132960 http://id.loc.gov/authorities/subjects/sh85041014 http://id.loc.gov/authorities/subjects/sh85009789 |
| title | Authority and the teacher / |
| title_auth | Authority and the teacher / |
| title_exact_search | Authority and the teacher / |
| title_full | Authority and the teacher / William H. Kitchen. |
| title_fullStr | Authority and the teacher / William H. Kitchen. |
| title_full_unstemmed | Authority and the teacher / William H. Kitchen. |
| title_short | Authority and the teacher / |
| title_sort | authority and the teacher |
| topic | Teacher-student relationships. http://id.loc.gov/authorities/subjects/sh85132960 Education Philosophy. http://id.loc.gov/authorities/subjects/sh85041014 Authority. http://id.loc.gov/authorities/subjects/sh85009789 Éducation Philosophie. Autorité. Moral & social purpose of education. bicssc Teachers' classroom resources & material. bicssc Education. bicssc EDUCATION General. bisacsh EDUCATION Philosophy & Social Aspects. bisacsh EDUCATION Teaching Methods & Materials General. bisacsh EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Authority fast Education Philosophy fast Teacher-student relationships fast |
| topic_facet | Teacher-student relationships. Education Philosophy. Authority. Éducation Philosophie. Autorité. Moral & social purpose of education. Teachers' classroom resources & material. Education. EDUCATION General. EDUCATION Philosophy & Social Aspects. EDUCATION Teaching Methods & Materials General. EDUCATION Administration General. EDUCATION Organizations & Institutions. Authority Education Philosophy Teacher-student relationships |
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| work_keys_str_mv | AT kitchenwilliamh authorityandtheteacher |