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Klappentext TAKING SIDES: EDUCATIONAL ISSUES, 15/e EXPANDED presents current controversial issues in a debate-style format designed to stimulate student interest and develop critical thinking skills. Each issue is thoughtfully framed with an issue summary, an issue introduction, and a postscript. An instructor's manual with testing material is available for each volume. USING TAKING SIDES IN THE CLASSROOM is also an excellent instructor resource with practical suggestions on incorporating this effective approach in the classroom. Each TAKING SIDES reader features an annotated listing of selected World Wide Web sites and is supported by a book website. Visit www.mhcls.com . Inhaltsverzeichnis TAKING SIDES: Clashing Views on Educational Issues, Fifteenth Edition, Expanded Unit 1 Basic Theoretical Issues Issue 1. Should Schooling Be Based on Social Experiences? YES: John Dewey, from Experience and Education (Macmillan, 1938) NO: Robert M. Hutchins, from The Conflict in Education in a Democratic Society (Harper & Row, 1953) Philosopher John Dewey suggests a reconsideration of traditional approaches to schooling, giving fuller attention to the social development of the learner and the quality of his or her total experience. Robert M. Hutchins, noted educator and one-time chancellor of the University of Chicago, argues for a liberal arts education geared to the development of intellectual powers. Issue 2. Should the Curriculum Be Standardized for All? YES: Mortimer J. Adler, from "The Paideia Proposal: Rediscovering the Essence of Education," American School Board Journal (July 1982) NO: John Holt, from Escape from Childhood (E. P. Dutton, 1974) Philosopher Mortimer J. Adler contends that democracy is best served by a public school system that establishes uniform curricular objectives for all students. Educator John Holt argues that an imposed curriculum damages the individual and usurps a basic human right to select one's own path of development. Issue 3. Should Behaviorism Shape Educational Practices? YES: B. F. Skinner, from Beyond Freedom and Dignity (Alfred A. Knopf, 1971) NO: Carl R. Rogers, from Freedom to Learn for the Eighties (Merrill, 1983) B. F. Skinner, an influential proponent of behaviorism and professor of psychology, critiques the concept of "inner freedom" and links learning and motivation to the influence of external forces. Professor of psychology and psychiatry Carl R. Rogers offers the "humanistic" alternative to behaviorism, insisting on the reality of subjective forces in human motivation. Issue 4. Is Constructivism the Best Philosophy of Education? YES: David Elkind, from "The Problem with Constructivism," The Educational Forum (Summer 2004) NO: Jamin Carson, from "Objectivism and Education: A Response to David Elkind's 'The Problem with Constructivism'," The Educational Forum (Spring 2005) Child development professor David Elkind contends that the philosophical positions found in constructivism, though often difficult to apply, are necessary elements in a meaningful reform of educational practices. Jamin Carson, an assistant professor of education and former high school teacher, offers a close critique of constructivism and argues that the philosophy of objectivism is a more realistic and usable basis for the process of education. Issue 5. Should Global Competition Steer School Reform? YES: Marc Tucker, from "Charting a New Course for Schools," Educational Leadership (April 2007) NO: Herb Childress, from "A Subtractive Education," Phi Delta Kappan (October 2006) Marc Tucker, president of the National Center on Education and the Economy, summarizes the work of the New Commission on the Skills of the American Workforce on which he served as vice chairma...
