Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000002549826 | LC268.J33 1993 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
"Rarely have I come across a book that so quickly provoked me to re-examine my own classroom behavior. There is no place to hide in this careful scrutiny of the teacher as crucial player in the daily morality tale that becomes the story of school life."
-- Vivian Gussin Paley, teacher, University of Chicago Laboratory Schools
This book takes the reader on an eye-opening journey through a variety of elementary and high school classrooms, highlighting the moral significance of all that transpires there. Drawing on the results of a two-and-a-half year study, the authors examine the ways in which moral considerations permeate the everyday life of classrooms. In addition to providing teachers and teacher educators with a new framework for looking at and thinking about the moral dimensions of schooling, the authors also offer specific suggestions about how to look at classroom events from a moral perspective.
Contents
One. Looking for the Moral: An Observer's Guide
Two. Becoming Aware of Moral Complexity Within a School Setting: Four Sets of Observations
Three. Facing Moral Ambiguity and Tension: Four More Sets of Observations
Four. Cultivating Expressive Awareness in Schools and Classrooms
Postscript: Where Might One Go from Here?
Philip W. Jackson is the David Lee Shillinglaw Distinguished Service Professor of Education and Psychology and a member of the Committee on Ideas and Methods at the University of Chicago.
Robert E. Boostrom is a senior research associate of the Benton Center for Curriculum and Instruction at the University of Chicago.
David T. Hansen is an assistant professor of curriculum and instruction in the College of Education at the University of Illinois at Chicago
Reviews 1
Choice Review
This book is an outgrowth of The Moral Life Project. The authors seek to document ways in which moral frameworks are negotiated in the lives of students and teachers over the course of two and one half years. The result is a series of ethnographic observations from nine elementary and nine secondary schools. Their examination of two public, two independent, and two parochial schools reveals that the school cultures on both the elementary and secondary levels are equally diverse. The tone of the book is informal and relatively free from educational jargon. It is deliberately designed for practitioners who are interested in how moral decisions are navigated in a diverse range of classrooms. The authors find that there are both implicit and explicit discussions of issues that have a direct effect on the moral base of students and teachers. They effectively tell the stories of people who are dealing with the day-to-day moral ambiguities and tensions in our schools. From their investigation and experience, the authors believe that the issue of a moral vacuum in schools is not as ubquitous as people are led to believe. The book is recommended for practicing teachers, school administraters, upper-level undergraduates, and graduate students. L. B. Gallien; Wheaton College (IL)
Table of Contents
| Looking for the Moral: An Observer's Guide |
| Becoming Aware of Moral Complexity Within a School Setting: Four Sets of Observations |
| Facing Moral Ambiguity and Tension: Four More Sets of Observations |
| Cultivating Expressive Awareness in Schools and Classrooms |
| Postscript: Where Might One Go from Here? |
