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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... action of the different forms of associated life , [ it is ] democratic . Such a society must have a type of education which gives indi- viduals a personal interest in social relationships and control , and the habits of mind which ...
... action of the different forms of associated life , [ it is ] democratic . Such a society must have a type of education which gives indi- viduals a personal interest in social relationships and control , and the habits of mind which ...
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... actions . By drawing upon their own experiences in this way , the students arrive at new ideas about the mean- ing of the play . Furthermore , their ideas about the play become a basis for understanding their own lives in new ways . For ...
... actions . By drawing upon their own experiences in this way , the students arrive at new ideas about the mean- ing of the play . Furthermore , their ideas about the play become a basis for understanding their own lives in new ways . For ...
Стр. 12
... actions . By changing the typewriter ribbon , the typist discovers that the typed copy is no longer besmeared . There existed , then , a relation between the old ribbon and the page , which she did not see until she made the change ...
... actions . By changing the typewriter ribbon , the typist discovers that the typed copy is no longer besmeared . There existed , then , a relation between the old ribbon and the page , which she did not see until she made the change ...
Стр. 13
... action on objects , so how can the learning come from doing ? The " doing " in this in- stance is a kind of imagining ... actions are imaginary allows the child to encounter many more situations than if constrained by actual physical ...
... action on objects , so how can the learning come from doing ? The " doing " in this in- stance is a kind of imagining ... actions are imaginary allows the child to encounter many more situations than if constrained by actual physical ...
Стр. 14
... action . As students participate in the discus- sion , ideas about the 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 ...
... action . As students participate in the discus- sion , ideas about the 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 ...
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.
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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 |