標題: Titlebook: Being a Teacher; From Technicist to E Alison M. Brady Book 2022 The Editor(s) (if applicable) and The Author(s), under exclusive license to [打印本頁] 作者: satisficer 時間: 2025-3-21 16:33
書目名稱Being a Teacher影響因子(影響力)
書目名稱Being a Teacher影響因子(影響力)學科排名
書目名稱Being a Teacher網(wǎng)絡公開度
書目名稱Being a Teacher網(wǎng)絡公開度學科排名
書目名稱Being a Teacher被引頻次
書目名稱Being a Teacher被引頻次學科排名
書目名稱Being a Teacher年度引用
書目名稱Being a Teacher年度引用學科排名
書目名稱Being a Teacher讀者反饋
書目名稱Being a Teacher讀者反饋學科排名
作者: 感染 時間: 2025-3-21 22:47
Navigating Vocabularies: Transitioning from Policy to Existentialismcies tend to be clear, coherent and concise, they are also underlined by a technicist logic that fails to fully capture the lived experiences of teaching. Existentialist philosophy might also appear to be technical, given that it is ripe with terminologies that jar with our everyday way of speaking.作者: 描述 時間: 2025-3-22 04:21
Putting Oneself Into Words: Sartre and the Production of Selfhoodverview of this complex idea, pointing to its significance for his later writings in .. Concrete examples from educational practice – most notably, a distinction between ‘reflective’ and ‘pre-reflective’ experiences in the classroom – will help to illuminate these ideas further. I also consider the 作者: 小臼 時間: 2025-3-22 05:08
Freedom and Facticity in the Classroomild upon his broader ideas around selfhood. Importantly, for Sartre, ‘freedom’ is understood in an ontological rather than practical sense. It does not deny what he calls ‘facticity’ – namely, the ways in which the individual is situated within the world in particular ways. Towards the end of the ch作者: PHON 時間: 2025-3-22 10:05 作者: 狗舍 時間: 2025-3-22 14:30
The Look of the Other and the Experience of Teaching: The Failure of Solipsism and the Pursuit of Vu, the ‘look’ concerns the ways in which we are seen by others, and how this in turn relates to how we see ourselves. In education, this point is particularly reminiscent of the experiences of teaching, where one is inevitably exposed towards others in the classroom. Sartre sees our relationship with作者: 損壞 時間: 2025-3-22 20:01 作者: 紡織品 時間: 2025-3-22 21:55 作者: 燕麥 時間: 2025-3-23 01:42
Disorders of Fructose Metabolisme is in how self-evaluation is underpinned by a ‘technicist’ logic of understanding and accounting for the practices of teaching. This stands in opposition to the ‘existentialist’ forms of accounting that I call for in subsequent chapters. First, I endeavour to briefly explore the connection between作者: Factual 時間: 2025-3-23 06:16
Disorders of Ketogenesis and Ketolysiscies tend to be clear, coherent and concise, they are also underlined by a technicist logic that fails to fully capture the lived experiences of teaching. Existentialist philosophy might also appear to be technical, given that it is ripe with terminologies that jar with our everyday way of speaking.作者: 舞蹈編排 時間: 2025-3-23 11:29 作者: fluffy 時間: 2025-3-23 15:44
Disorders of Oxidative Phosphorylationild upon his broader ideas around selfhood. Importantly, for Sartre, ‘freedom’ is understood in an ontological rather than practical sense. It does not deny what he calls ‘facticity’ – namely, the ways in which the individual is situated within the world in particular ways. Towards the end of the ch作者: 無關緊要 時間: 2025-3-23 19:01
Disorders of Fructose Metabolismost steadfast ideas. Ultimately, bad faith points to a fundamental ambiguity at the heart of the individual, characterised by the tension of being both a situated, embodied being on the one hand, and free to respond to this situation on the other. There are many examples of ‘bad faith’ in educationa作者: hemorrhage 時間: 2025-3-23 23:31
https://doi.org/10.1007/978-3-662-02613-7, the ‘look’ concerns the ways in which we are seen by others, and how this in turn relates to how we see ourselves. In education, this point is particularly reminiscent of the experiences of teaching, where one is inevitably exposed towards others in the classroom. Sartre sees our relationship with作者: 諷刺 時間: 2025-3-24 04:08
Selection of Tissue for the Enzyme Assaycapsulated in the practice of parrhesia. On the surface, parrhesia appears to be the opposite of Sartre’s concept of ‘bad faith’. Paradoxically, however, our attempts to be sincere in our accounts are inevitably tainted by bad faith. This tension is especially evident in autobiographical writing, as作者: 無力更進 時間: 2025-3-24 09:13
Selection of Tissue for the Enzyme Assayf teaching, nor to generalise the experiences of all teachers. Rather, it should serve as a point of resonance that demonstrates how and in what way Sartre’s ideas make sense in the classroom. Following this, I explore two ways in which this – and indeed any – account of teaching might be understood作者: 中子 時間: 2025-3-24 14:37
Being a Teacher978-981-19-7323-9Series ISSN 2214-9759 Series E-ISSN 2214-9767 作者: sed-rate 時間: 2025-3-24 15:50
Alison M. BradyApplies the early work of Sartre to teaching making his complex ideas accessible through educational examples.Contains anecdotal examples for new ways to account for being a teacher that are sensitive作者: allergen 時間: 2025-3-24 22:33
Contemporary Philosophies and Theories in Educationhttp://image.papertrans.cn/b/image/183000.jpg作者: 喊叫 時間: 2025-3-25 02:21 作者: 無力更進 時間: 2025-3-25 05:21 作者: 女歌星 時間: 2025-3-25 10:43 作者: Orthodontics 時間: 2025-3-25 13:53 作者: Brain-Imaging 時間: 2025-3-25 15:53
Disorders of Galactose Metabolisming oneself into words, particularly in ways that require us to forego any uncertainty in these accounts. These examples not only serve to clarify my interpretation of Sartre’s ., but they?also draw our attention to how we can use them in order to account for the existential conditions of being a teacher.作者: FRAUD 時間: 2025-3-25 21:49 作者: Diverticulitis 時間: 2025-3-26 03:09
Putting Oneself Into Words: Sartre and the Production of Selfhooding oneself into words, particularly in ways that require us to forego any uncertainty in these accounts. These examples not only serve to clarify my interpretation of Sartre’s ., but they?also draw our attention to how we can use them in order to account for the existential conditions of being a teacher.作者: 波動 時間: 2025-3-26 06:47 作者: Tinea-Capitis 時間: 2025-3-26 09:27
2214-9759 r new ways to account for being a teacher that are sensitive.This book re-conceptualizes teaching through an engagement with Jean-Paul Sartre’s early existentialist thought. Against the grain of teacher accountability, it turns to the demanding account of being human in Sartre’s thought, on the basi作者: 最初 時間: 2025-3-26 15:10
Book 2022that it so often involves, this book ultimately aims to create a space in which to reimagine forms of accounting that move from technicist ways of thinking to existential sensitivity in relation to one’s practice as a teacher..作者: 上釉彩 時間: 2025-3-26 20:02 作者: apiary 時間: 2025-3-26 23:40 作者: Substance-Abuse 時間: 2025-3-27 01:41 作者: 內(nèi)向者 時間: 2025-3-27 08:46
Disorders of Ketogenesis and Ketolysisg – the subject-object distinction, the dichotomisation of fact and value, the separation of cognitive processes from engagement in action. In this chapter, I will offer a brief (and certainly insufficient) overview of existentialist thought, before turning to one of the key figures that will occupy作者: Biguanides 時間: 2025-3-27 12:16
Disorders of Fructose Metabolismncept can help us make sense of educational experiences, as well as pointing to the ways in which it enters almost any account of ourselves. This latter point in particular will be picked up again in Chap. 8.作者: OTTER 時間: 2025-3-27 14:37
Selection of Tissue for the Enzyme Assay relation to the ‘truth’ of their accounts in new ways. Towards the end of the chapter, I explore three ‘parrhesiastic techniques’ and their relationship to accounting for oneself as a teacher, to reimagine these techniques from technicist to existential ways of relating to our practices, a distinct作者: floaters 時間: 2025-3-27 18:45 作者: 健談的人 時間: 2025-3-28 01:00
Self-Evaluation and the Technicist Logic of Teachingst logic underpins wider trends in teacher training and development, it thus serves to exemplify the broader ways of thinking that this book seeks to address. Indeed, by drawing attention to the technicist logic, we can thus begin to address some of their assumptions and the implications these have 作者: EVEN 時間: 2025-3-28 04:12
Navigating Vocabularies: Transitioning from Policy to Existentialismg – the subject-object distinction, the dichotomisation of fact and value, the separation of cognitive processes from engagement in action. In this chapter, I will offer a brief (and certainly insufficient) overview of existentialist thought, before turning to one of the key figures that will occupy作者: 琺瑯 時間: 2025-3-28 06:59
Bad Faith, Sincerity and the Role of the Teacherncept can help us make sense of educational experiences, as well as pointing to the ways in which it enters almost any account of ourselves. This latter point in particular will be picked up again in Chap. 8.作者: abolish 時間: 2025-3-28 11:19
Parrhesia, Bad Faith and Accounting for Oneself relation to the ‘truth’ of their accounts in new ways. Towards the end of the chapter, I explore three ‘parrhesiastic techniques’ and their relationship to accounting for oneself as a teacher, to reimagine these techniques from technicist to existential ways of relating to our practices, a distinct作者: 財政 時間: 2025-3-28 17:57
