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Teaching as a practice of wisdom /
"In the spirit of Paulo Freire, this inspiring book deconstructs many of the 'gods' that define contemporary life, then offers hope through sources of traditional wisdom. It addresses important contemporary discourses in the political and social sciences in ways that are relevant to t...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York :
Bloomsbury Academic,
2014.
|
| Colección: | Critical Pedagogy Today.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Smith, David Geoffrey, |d 1946- | |
| 245 | 1 | 0 | |a Teaching as a practice of wisdom / |c David Geoffrey Smith. |
| 264 | 1 | |a New York : |b Bloomsbury Academic, |c 2014. | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 490 | 1 | |a Critical Pedagogy Today | |
| 520 | |a "In the spirit of Paulo Freire, this inspiring book deconstructs many of the 'gods' that define contemporary life, then offers hope through sources of traditional wisdom. It addresses important contemporary discourses in the political and social sciences in ways that are relevant to the personal and professional lives of teachers at all levels of educational practice. David G. Smith discusses the impacts on teachers' lives of neoconservativism, neoliberalism, the New Marxism, the emerging paradigm of Deep Politics, global Wisdom traditions, and more - and he reveals how teachers can creatively stand with or against these streams of influence. By clearly relating larger theoretical discussions in the social sciences to the policies and practices of teaching, Smith builds upon Freire's legacy. He also reaches beyond debates in Western scholarship, and accesses new theory from the global "South", from Buddhist and NeoConfucian traditions as well as the new African Renaissance stream known as Unhu/Ubuntu. This is a powerful work of educational theory and philosophy that contains useful advice for educators wishing to push back against conformity"-- |c Provided by publisher | ||
| 588 | 0 | |a Print version record. | |
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Cover; Contents; Acknowledgements/Permissions; Introduction: In the Spirit of Freire; Chapter 1 Wisdom Responses to Globalization: The Pedagogic Context; Chapter 2 Can Wisdom Trump the Market as a Basis for Education?; Chapter 3 Meditation on an Answer from Ku-Shan; Chapter 4 The Deep Politics of War and the Curriculum of Disillusion; Chapter 5 From Leo Strauss to Collapse Theory: Considering the Neoconservative Attack on Modernity and the Work of Education; Chapter 6 Engaging Peter McLaren and the New Marxism in Education: An Essay Review of McLaren's Rage+Hope; Chapter 7 Hermeneutic Inquiry. | |
| 505 | 8 | |a Chapter 8 Spiritual Cardiology and the Heart of Wisdom: A Meditation on Life WritingChapter 9 The Prophetic Voice in Curriculum: Reflections on the Legacy of Dwayne Huebner; Bibliography; Index. | |
| 532 | 1 | |a Compliant with Level AA of the Web Content Accessibility Guidelines. Content is displayed as HTML full text which can easily be resized or read with assistive technology, with mark-up that allows screen readers and keyboard-only users to navigate easily | |
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| 600 | 1 | 0 | |a Freire, Paulo, |d 1921-1997. |
| 600 | 1 | 7 | |a Freire, Paulo, |d 1921-1997. |2 fast |0 (OCoLC)fst01439529 |
| 650 | 0 | |a Educational sociology. | |
| 650 | 0 | |a Education |x Philosophy. | |
| 650 | 6 | |a Sociologie de l'éducation. | |
| 650 | 6 | |a Éducation |x Philosophie. | |
| 650 | 7 | |a EDUCATION |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Philosophy & Social Aspects. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Essays. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Reference. |2 bisacsh | |
| 650 | 7 | |a Education |x Philosophy. |2 fast |0 (OCoLC)fst00902721 | |
| 650 | 7 | |a Educational sociology. |2 fast |0 (OCoLC)fst00903596 | |
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| 830 | 0 | |a Critical Pedagogy Today. | |
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