| Title : | Authority and the teacher | | Material Type: | printed text | | Authors: | William H. Kitchen, Author | | Publisher: | London : Bloomsbury | | Publication Date: | 2014 | | Pagination: | xv, 202 p. | | Size: | 21 cm | | ISBN (or other code): | 978-1-472-52428-7 | | General note: | Includes bibliographical references (p. [192]-1193)
Includes index (p. [195]-202) | | Languages : | English (eng) Original Language : English (eng) | | Descriptors: | Education - Philosophy
| | Class number: | 370.1 | | Abstract: | The notion of authority in education has become an increasingly negative concept, regarded by some as championed only by rigid traditionalists and those who cling on to outdated educational theory and philosophy. Authority and the Teacher seeks to overturn the notion that authority is a restrictive force within education, serving only to stifle creativity and drown out the voice of the student. William H. Kitchen argues that any education must have, as one of its cornerstones, a component which encourages the fullest development of knowledge, which serves as the great educational emancipator. In this version of knowledge-driven education, the teacher's authority should be absolute, so as to ensure that the teacher has the scope to liberate their pupils. The pupil, in the avoidance of ignorance, can thus embrace what is rightfully theirs; the inheritance of intellectual riches passed down through time.By invoking the work of three major philosophers - Polanyi, Oakeshott and Wittgenstein - as well as contributions from other key thinkers on authority, this book underpins previous claims for the need for authority in education with the philosophical clout necessary to ensure these arguments permeate modern mainstream educational thinking"-- Provided by publisher. | | Contents note: | The Background; Sociological and Philosophical Background; A Sociological Perspective; Philosophy and Theory; A Definition of Authority; The Distinction between Authority and Power; Authority : Why all the fuss?; The Implications for Learning; The Meno Paradox : A Learning Conundrum; The Implications for the Foundations of Knowledge : The Aristotelian Problem; The Implications for Education; The Argument; Polanyi on Authority; A Brief Philosophical History of Authority and Doubt; Polanyi's Fiduciary Framework; The Importance of Traditions and Communities within the Fiduciary Framework; The Paradigmatic Example : Learning How To Speak; Polanyi's Theory of Knowledge : A Critique; Tacit Knowledge or Guided by Rules?; A Proof by Contradiction; The Rule-following Paradox; Concluding the Proof by Contradiction; Back to Polanyi; Oakeshott on Authority; Teaching and Learning : An Oakeshott Definition; Information as 'Inert' Knowledge; Judgement as 'Dynamic' Knowledge; The Need for Both Information and Judgement; Post-script : The Need for Authority in Knowledge, Teaching and Learning, and Education; Wittgenstein on Authority; A Foundationalist Approach; The Categorical Distinction between Certainty and Knowledge; Bedrock Certainty : Trust and Training; How 'Training' and 'Trust' Depend on Authority : Beyond the Wittgensteinian Vision; Conclusion; | | Record link: | https://library.seeu.edu.mk/index.php?lvl=notice_display&id=16719 |
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