Turning the Soul: Teaching Through Conversation in the High SchoolUniversity of Chicago Press, 21 апр. 1991 г. - Всего страниц: 213 Is our nation's educational system faltering in part because it strives to teach students predetermined "right" answers to questions? In Turning the Soul, Sophie Haroutunian-Gordon offers and alternative to methods advocated by conventional educational practice. By guiding the reader back and forth between two high school classes discussing Shakespeare's Romeo and Juliet, she gracefully introduces the alternative approach to education: interpretive discussion. One class, located in a private, racially integrated urban school, has had many conversations about the meaning of books. The second group, less advantaged students in a largely black urban school, has not. The reader watches as students in each group begin to draw upon experiences in their personal lives to speculate about events in the play. The students assist one another with the interpretation of complex passages, pose queries that help sustain the conversation, and struggle to "get Shakespeare right." Though the teachers suffer moments of intense frustration, they are rewarded by seeing their students learn to engage in meaningful exchange. Because Turning the Soul draws on actual classroom conversations, it presents the range of difficulties that one encounters in interpretive discussion. The book describes the assumptions about learning that the use of such discussion in the classroom presupposes, and it offers a theoretical perspective from which to view the changes in both students and teachers. |
Результаты поиска по книге
Результаты 1 – 5 из 25
Стр. 7
... observe the teacher questioning , chances are the aim is to determine whether the students have acquired some predefined competence or understanding rather than to con- duct an open - ended exploration of their thoughts . Now , when the ...
... observe the teacher questioning , chances are the aim is to determine whether the students have acquired some predefined competence or understanding rather than to con- duct an open - ended exploration of their thoughts . Now , when the ...
Стр. 10
... observation to observation , without there being any question of definitions or problems or any form of dem- onstration other than simple superimposition . As for me , I do not intend to teach geometry to Emile [ the pupil ] ; it is he ...
... observation to observation , without there being any question of definitions or problems or any form of dem- onstration other than simple superimposition . As for me , I do not intend to teach geometry to Emile [ the pupil ] ; it is he ...
Стр. 12
... observed " facts " to the difficulties she has found with her typed copy . Her attention to the typewriter is ... observations to present problems in terms of possible consequences that constitutes the activity of " mind . " 42 The modus ...
... observed " facts " to the difficulties she has found with her typed copy . Her attention to the typewriter is ... observations to present problems in terms of possible consequences that constitutes the activity of " mind . " 42 The modus ...
Стр. 14
... observe in the conversations of this volume is , in effect , an acting out of Rousseau's mandate . In trying to interpret the meaning of the text , students are required to think about why characters act as they do , why things happen ...
... observe in the conversations of this volume is , in effect , an acting out of Rousseau's mandate . In trying to interpret the meaning of the text , students are required to think about why characters act as they do , why things happen ...
Стр. 15
... example , in January of 1988 I was asked by an English teacher in a Chicago private high school to observe a class of juniors and seniors discus- sing Plato's Meno . Instead of lecturing to these students TEACHING THROUGH CONVERSATION 15.
... example , in January of 1988 I was asked by an English teacher in a Chicago private high school to observe a class of juniors and seniors discus- sing Plato's Meno . Instead of lecturing to these students TEACHING THROUGH CONVERSATION 15.
Содержание
An Introduction to Chalmers and Belden Schools | 23 |
Why Do Teachers Fail to Draw upon Students Experiences in Discussion? | 39 |
What Does a Good Interpretive Discussion Look Like? | 53 |
How Are Students and Teachers Transformed through Discussion? | 71 |
The Phony Issue | 73 |
The Genuine Issue | 85 |
The Group Emerges | 101 |
The Evaluative Discussion | 118 |
Getting It Right | 132 |
How Do Students Learn to Build an Interpretation? | 147 |
Getting It Wrong | 149 |
Getting It Right Again | 164 |
Problems and Possibilities | 177 |
Notes | 191 |
Index | 207 |
Другие издания - Просмотреть все
Turning the Soul: Teaching Through Conversation in the High School Sophie Haroutunian-Gordon Ограниченный просмотр - 1991 |
Часто встречающиеся слова и выражения
answer argue Belden classroom Belden students believe Benvolio Brian Capulet Chalmers students Chicago Chicago Public Schools Colette Colette's conversation dents Dewey discus discussion leader draw Edna and Abby Edna's Education example explain explore fact feel fight focus friar Friar Lawrence Gadamer genuine going happened Henry high school hurt ideas interesting interpretive discussion James Janeen Jarvis language game Larry learning look Lord Capulet Marcy marriage marry Romeo Marvin mean Mercutio Michael mother Myrna nasty nurse Paideia participate passage Perhaps personal experience perspective Plato play Prince question reader relations remarks respond Richard Romeo and Juliet Romeo to leave rules scene seems Shakespeare situation Spring suggests Sylvia take revenge talking teacher teaching tell Romeo terpretive textual evidence textual issues thee things thought tion topic Truth and Method trying Tybalt understand Yeah
Популярные отрывки
Стр. 12 - learn from experience" is to make a backward and forward connection between what we do to things and what we enjoy or suffer from things in consequence. Under such conditions, doing becomes a trying; an experiment with the world to find out what it is like; the undergoing becomes instruction — discovery of the connection of things.
Стр. 2 - A society which makes provision for participation in its good of all its members on equal terms and which secures flexible readjustment of its institutions through interaction of the different forms of associated life is in so far democratic. Such a society must have a type of education which gives individuals a personal interest in social relationships and control, and the habits of mind which secure social changes without introducing disorder.
Ссылки на эту книгу
Creating Contexts for Learning and Self-authorship: Constructive ... Marcia B. Baxter Magolda Ограниченный просмотр - 1999 |
The Educational Conversation: Closing the Gap James W. Garrison,Jim Garrison,Anthony G. Rud Ограниченный просмотр - 1995 |