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. |
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Стр. 6
... relation to Juliet and by using ideas they have about human motivation to explain the woman's actions . By drawing upon their own experiences in this way , the students arrive at new ideas about the mean- ing of the play . Furthermore ...
... relation to Juliet and by using ideas they have about human motivation to explain the woman's actions . By drawing upon their own experiences in this way , the students arrive at new ideas about the mean- ing of the play . Furthermore ...
Стр. 10
... relations . You will find the whole of elementary ge- ometry in moving from observation to observation , without there being any question of definitions or problems or any form of dem- onstration other than simple superimposition . As ...
... relations . You will find the whole of elementary ge- ometry in moving from observation to observation , without there being any question of definitions or problems or any form of dem- onstration other than simple superimposition . As ...
Стр. 12
... relation between Plato's vision of learning and Dewey's ? Second , can one say that participation in interpretive ... relation between the old ribbon and the page , which she did not see until she made the change . The discovery of that ...
... relation between Plato's vision of learning and Dewey's ? Second , can one say that participation in interpretive ... relation between the old ribbon and the page , which she did not see until she made the change . The discovery of that ...
Стр. 13
... relation , given her previous experience with typing , type- writers , and so on , but her vision remained obscured ... relations that exist between things . Rousseau writes . I want it [ Robinson Crusoe ] to make [ the pupil ] dizzy ...
... relation , given her previous experience with typing , type- writers , and so on , but her vision remained obscured ... relations that exist between things . Rousseau writes . I want it [ Robinson Crusoe ] to make [ the pupil ] dizzy ...
Стр. 14
... relations between action and circumstances come to mind . By listening to others ' ideas , the group members become engaged in the fantasy situation in a way that opens them up to new possibilities . They come to connect their own ...
... relations between action and circumstances come to mind . By listening to others ' ideas , the group members become engaged in the fantasy situation in a way that opens them up to new possibilities . They come to connect their own ...
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 |
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Turning the Soul: Teaching Through Conversation in the High School Sophie Haroutunian-Gordon Ограниченный просмотр - 1991 |
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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
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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 |