The Skeptical Visionary: A Seymour Sarason Education ReaderTemple 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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Statement of the Problem | 1 |
Why We Should Suspend Judgment ΙΟ | 2 |
Some Underemphasized Ingredients of a Community Program 107 | 8 |
A Historical Perspective on Charter Schools | 9 |
CHAPTER | 14 |
Lessons from Past Reforms | 16 |
The Past in the Present I | 17 |
You Know More Than You Think | 19 |
Some Observations on the Introduction and Teaching of the New Math | 106 |
CHAPTER 12 | 117 |
An Emerging Paradigm Shift 13 | 119 |
The One LifeOne Career Imperative | 123 |
The Overarching Purpose of Schooling | 124 |
Initial Validity Studies | 125 |
CHAPTER 13 | 130 |
An Autobiography 292 | 131 |
CHAPTER | 20 |
Three Diagnostic Errors | 21 |
Professionals and | 22 |
Predictable Features and Problems | 25 |
An Alternative Rationale for Implementation | 27 |
Internal and External Perspectives on the System | 33 |
The Plan of the Book I | 35 |
Initial Observations | 36 |
The Individual and the Theme of Liberation | 37 |
Mergers as Creations of Settings | 39 |
Teaching as a Lonely Profession | 41 |
Altering Power Relationships | 49 |
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 I | 56 |
The New Literature and New Values About Work | 59 |
The School Culture and the Processes of Change | 65 |
The Manhattan Project Charter Schools and the Creation of Settings | 66 |
Personal Barometers | 73 |
Columbine High School and Contexts of Productive Learning | 78 |
The School Culture and Processes of Change | 79 |
The Anxiety Scales | 84 |
Jewishness Blackishness and the NatureNurture Controversy | 85 |
A New High School | 88 |
Underestimating Complexity | 92 |
The Changing Ecology of Child Rearing | 93 |
Concluding Emphases | 96 |
Obstacles to Change | 99 |
Contexts of Testing and Contexts of Learning | 103 |
The Public Schools and the Private Sector | 137 |
Writing | 143 |
Schools and the Values and Culture of Higher Education | 145 |
Letters to a Serious Education President | 147 |
The Predictable Failure of Educational Reform | 157 |
Interfering and Facilitating Effects of Anxiety | 159 |
G Stanley Hall Lightner Witmer William James and John Dewey | 164 |
Governance Power and the Definition of Resources | 165 |
Working and Loving | 171 |
The Societal Significance of Artistic Activity | 173 |
An Imaginary Course in Religion | 179 |
An Autobiographical Fragment | 189 |
Experience In and Outside of School | 190 |
An Example | 209 |
Reflections | 214 |
Artistic Expression | 221 |
Personality Factors and Sex Differences | 234 |
The Frequency of Career Change | 235 |
Power Relationships in Our Schools | 239 |
The Early Development of the Sense of Aging | 253 |
Implications for Education | 262 |
Cities and Schools | 263 |
Solutions and the Psychological Sense of Community | 269 |
Tables of Contents from | 285 |
287 | |
Teaching as a Performing Art 1999 | 289 |
Letters to a Serious Education President | 291 |
Scapegoat and Salvation | 293 |
An Autobiography 1988 | 295 |
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The Skeptical Visionary: A Seymour Sarason Education Reader Seymour Bernard Sarason,Robert L. Fried Predogled ni na voljo - 2003 |
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