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Zusatztext "Craig Cunningham provides a detailed and accessible text dealing with Dewey! systems theory! and a notion of schooling that contrasts with much of what goes on in the name of education in the contemporary United States. ? his book is the most accessible introduction to systems theory! not only in education! but in the wider social science literature as well. It is an excellent book for use in the classroom." (Richard Quantz and Deron Boyles! Educational Theory! Vol. 67 (1)! 2017) Informationen zum Autor Craig A. Cunningham is Associate Professor of Advanced Studies in Teaching, Educational Foundations, and Technology in Education at National Louis University, Chicago, USA. Klappentext Writing for educators and education leaders, Cunningham shows that combining a philosophy of pragmatism with thinking about education as systems can illuminate challenges in contemporary schooling and provide practical solutions for creating a democratic education. Zusammenfassung Writing for educators and education leaders! Cunningham shows that combining a philosophy of pragmatism with thinking about education as systems can illuminate challenges in contemporary schooling and provide practical solutions for creating a democratic education. Inhaltsverzeichnis 1. The Schooling We Have 2. The Nature of Nature 3. Systems 4. The Complexities of Schooling 5. Learners and Learning 6. Teachers and Teaching 7. The Schooling We Need 8. Epilogue
List of contents
1. The Schooling We Have 2. The Nature of Nature 3. Systems 4. The Complexities of Schooling 5. Learners and Learning 6. Teachers and Teaching 7. The Schooling We Need 8. Epilogue
Report
"Craig Cunningham provides a detailed and accessible text dealing with Dewey, systems theory, and a notion of schooling that contrasts with much of what goes on in the name of education in the contemporary United States. ... his book is the most accessible introduction to systems theory, not only in education, but in the wider social science literature as well. It is an excellent book for use in the classroom." (Richard Quantz and Deron Boyles, Educational Theory, Vol. 67 (1), 2017)
