By Greta Hofman Nemiroff

ISBN-10: 0897892666

ISBN-13: 9780897892667

ISBN-10: 0897892674

ISBN-13: 9780897892674

Drawing on parts of innovative schooling, existential conception, feminist pedagogy, and values schooling, serious Humanism combines the holistic-psychological matters of humanistic schooling with the sociopolitical contextualization of serious pedagogy. built during the last seventeen years in a single of North America's so much experimental postsecondary courses, the recent tuition of Dawson collage, this thought and perform responds to either the private and the political wishes of scholars. Reconstructing schooling is instantaneously a overview of this century's academic theories, an account of the paintings on the university, and an empowering representation of ways within which colleges can incite the incentive of scholars and inspire them to turn into energetic individuals in a very democratic society. The "case research" chapters at the New university provide concrete examples of ways this philosophy is manifested within the school's technique, constitution, and pedagogy and attracts seriously at the written paintings of lecturers and scholars. To formulate an identical method for a particular university, it really is necessary to mix a rigorous research of current academic versions with the dialectical means of developing and recreating a brand new version outlined by means of the articulation of either inexperienced persons' and academics' affective, cognitive, and socially developed wishes. it is a important booklet for an individual involved in substitute methods to schooling and for classes on academic conception or the philosophy of schooling.

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Additional resources for Reconstructing Education: Toward a Pedagogy of Critical Humanism

Sample text

Once these values are internalized, the boundaries of the self will extend beyond the constricting personal sphere of interests to include the whole world: We would have a great flowering of a new kind of civilization. People would be stronger, healthier, and would take their own lives into their hands to a greater extent. 9 Finally, Maslow believed that if teaching were carried out in a way that stressed personal discovery, this would encourage learners to have "peakexperiences, illuminations, the sense of mystery, and of awe" in the process.

Explicit training of the student in methods of processing information about himself and others in his inter-personal world is almost totally lacking. The development of a collection of hypotheses about oneself, the self-concept, is largely haphazard and the product of unexamined and unverbalized experience. Lacking the necessary skills for seeking and processing information about ourselves, is it any wonder that few of us can construct relatively clear and unambiguous accounts of our goals, aspirations, values, traits and abilities?

16. Morris, pp. 110-11. 4 Theoreticians and Theories of Humanistic Education I think of the self-actualizing man not as an ordinary man with something added, but rather as the ordinary man with nothing taken away. 1 ABRAHAM MASLOW SOME OF THE NEW SCHOOL'S ORIGINAL BASIC TEXTS were descriptive antischool works popular at the time of its inception: books, broadsides, magazines, and campus newspapers. However, there were significant theoretical texts provided for our consideration on humanistic education, as articulated by Carl Rogers and Abraham Maslow.

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Reconstructing Education: Toward a Pedagogy of Critical Humanism by Greta Hofman Nemiroff


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