The Skeptical Visionary: A Seymour Sarason Education Reader

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Temple University Press, 2003 - 296 strani
Seymour Sarason, in the words of Carl Glickman, is "one of America's seminal thinkers about public education." For over four decades his has been a voice of much-needed skepticism about our plans for school reform, teacher training, and educational psychology. Now, for the first time, Sarason's essential writings on these and other issues are collected together, offering student and researcher alike with the range, depth, and originality of Sarason's contributions to American thinking on schooling.
As we go from debate to debate on issues such as school choice, charter schools, inclusive education, national standards, and other problems that seem to drag on without solution, Sarason's critical stance on the folly of many of our attempts to fix schools has always had at the center a concern for the main players in our educational institutions: the students, the teachers and the parents. Any plans that cannot account for their well-being are doomed to failure. And in the face of such failure, the clarity of Sarason's vision for real educational success is a much-needed antidote to much of the rhetoric that currently passes for substantial debate.
A wide-ranging and comprehensive selection of Sarason's most significant writings,The Skeptical Visionaryshould find a prized space on any student's or teacher's bookshelf. Author note:Robert Friedis Associate Professor in the School of Education at Northeastern University, and is the author ofThe Passionate Teacher: A Practical GuideandThe Passionate Learner: How Teachers and Parents Can Help Children Reclaim the Joy of Discovery.Seymour Sarasonis Professor Emeritus in the Department of Psychology at Yale University. He is the author of over forty books and is considered to be one of the most significant researchers in education and educational psychology in the country.
 

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Background and Plan of the Book
1
The Purposes of This Book i
2
The Teacher
3
Old People Intermediate Care Facilities and Mentally Retarded Residents 79
6
The Uneducated 36
8
A Historical Perspective on Charter Schools
9
World view Intelligence and Psychological Tests
10
Immigration and Educational Problems in the Nineteenth Century 183
11
Contexts of Testing and Contexts of Learning
103
Learning to Be a NonArtist
107
Confronting Intractability
111
Conceptualizing the Educational System
117
An Emerging Paradigm Shift 13
119
Intimidation and Learned Helplessness
122
The One LifeOne Career Imperative
123
Initial Validity Studies
125

The Pestalozzian Rationale in the Evolving Complex American School System 237
12
Powerlessness Unanticipated
13
CHAPTER
14
Lessons from Past Reforms
16
The Coalescing of Discrete Trends
17
chapter 2You Know More Than You Think
19
Professionals and the One LifeOne Career Imperative 1977
22
Predictable Features and Problems
25
Why Teachers Must Also Be Psychologists
27
Review of the Literature
28
The Unfolding of Artistic Activity
30
The Plan of the Book 1
35
Initial Observations
36
The Individual and the Theme of Liberation
37
Mergers as Creations of Settings
39
Teaching as a Lonely Profession
41
Psychoanalysis General Custer and the Verdicts of History 1
43
CHAPTER 15
46
Charter Schools
51
Charter Schools Marriages and Mergers
54
The University as a Barometer of Social Change
55
The Aim and Plan of the Book 1
56
Constitutional Issues in the Classroom
58
The New Literature and New Values About Work
59
The Manhattan Project Charter Schools and the Creation of Settings
66
The Substance of the Challenge
67
The Nonreading Professional
70
Personal Barometers
73
American Psychology and the Needs for Transcendence and Community
76
Two Ambiguities
77
Columbine High School and Contexts of Productive Learning
78
The School
79
Deweys Art as Experience
84
A New High School
88
Underestimating Complexity
92
The Changing Ecology of Child Rearing
93
Concluding Emphases
96
Programmatic and Behavioral Regularities
98
The Professional and the Problem of Candor About Work
99
Postscripts and Signals
100
Predictable Features and Problems in
130
An Autobiography 292
131
The Public Schools and the Private Sector
137
Explaining the Sixties
139
Writing
143
Schools and the Values and Culture of Higher Education
145
The Predictable Failure of Educational Reform
157
of Productive Learning
158
Interfering and Facilitating Effects of Anxiety
159
G Stanley Hall Lightner Witmer William James and John Dewey
164
The Santa Fe Experience by David L Krantz
165
Working and Loving
171
Leadership and Machiavelli
173
An Imaginary Course in Religion
179
An Autobiographical Fragment
189
Applying the Political Principle to Relationships
193
The Failure of Presidential Leadership in Educational Reform
197
An Example of Professional Dissatisfaction
209
Artistic Expression
221
The NonLearning NonSelfCorrecting System
225
Are Schools Unique Organizations?
234
The Frequency of Career Change
235
Power Relationships in Our Schools
239
Our Expectations of Political Leaders
245
The Early Development of the Sense of Aging
253
Americas Only Serious Education President
256
Implications for Education
262
Cities and Schools
263
Solutions and the Psychological Sense of Community
269
What Should We Do?
271
Tables of Contents from
285
Preface References
287
Teachers College Press
289
Presidential Leadership 1
290
Letters to a Serious Education President
291
Preface References
292
Scapegoat and Salvation
293
An Autobiography I988 San Francisco JosseyBass
295
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O avtorju (2003)

Robert Fried is Associate Professor in the School of Education at Northeastern University, and is the author of The Passionate Teacher: A Practical Guide and The Passionate Learner: How Teachers and Parents Can Help Children Reclaim the Joy of Discovery.Seymour Sarason is Professor Emeritus in the Department of Psychology at Yale University. He is the author of over forty books and is considered to be one of the most significant researchers in education and educational psychology in the country.

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