Ulteriori informazioni
Drawing on elements of progressive education, existential theory, feminist pedagogy, and values education, critical humanism combines the holistic-psychological concerns of humanistic education with the sociopolitical contextualization of critical pedagogy. Developed over the past seventeen years in one of North America's most experimental postsecondary programs, The New School of Dawson College, this theory and practice responds to both the personal and the political needs of students. Reconstructing Education is at once a review of this century's educational theories, an account of the work at the school, and an empowering illustration of the way in which schools can incite the motivation of students and encourage them to become active members in a truly democratic society.
The case study chapters on The New School give concrete examples of how this philosophy is manifested in the school's methodology, structure, and pedagogy and draws heavily on the written work of teachers and students. To formulate a similar approach for a specific school, it is essential to combine a rigorous analysis of existing educational models with the dialectical process of creating and recreating a new model defined by the articulation of both learners' and teachers' affective, cognitive, and socially constructed needs. This is a valuable book for anyone concerned with alternative approaches to education and for courses on educational theory or the philosophy of education.
Sommario
Introduction
The Evolution of an Educational PhilosophyThe Educational Context in Quebec
Popular Educational Theories of the 1960s and 1970s
Early Philosophical Roots of Humanistic Education
Theoreticians and Theories of Humanistic Education
Critical Pedagogy: Contributions and Limitations
Reconstructing Pedagogy
Ideology and Practice at The New School: A Case StudyThe Dialectical Relationship between Ideology and Praxis
Clientele, the Agenda of the State, and Pedagogy at The New School
The Primary Affiliative Group as Locus of Learning: The Bands
Formal Curriculum: The Learning Groups
The Struggle for Community
Critical Humanism and the Transformation of Education
References
Index
Info autore
GRETA HOFMANN NEMIROFF was a founding member of The New School of Dawson College, Montreal, Canada, in 1973 and was its Director/Co-director from 1975-1991. Currently on leave from The New School, she holds the Joint Chair of Women's Studies at Carleton University and the University of Ottawa. She is the President of the Canadian Women Studies Association. She has published numerous articles and stories and has edited two books on women in Canada.
