By Cok Bakker, Montesano Montessori Nicolina
This quantity, the results of 4 years of labor played via the mixed study teams of Utrecht collage (Faculty of Humanities) and the HU Utrecht college of technologies (Faculty of Education), specializes in the relevant topic of ‘Normative Professionalization’.
Drawing on a large choice of students together with Hannah Arendt, Gert Biesta, Harry Kunneman, Donald Schön and Chris Argyris, and interesting with professionalism, ethics, advantage and morality, this e-book builds the argument that studying to house complexity helps not just schooling however the own improvement of academics and the development of society and democracy in addition. This quantity provides examine on a huge variety of themes corresponding to worldview schooling, co-teaching, ethical authorship, traditional-reform views on schooling, the discourse on citizenship, instructor schooling, and the query tips to hyperlink faith and schooling. The examine chapters clarify the theoretical lenses and methodological methods which were hired to get a grip on complexity. the consequences were interpreted in gentle of the thoughts of horror complexitatis, amor complexitatis and dolor complexitatis. Guided via designated examine bills of worldview descriptions supplied by means of scholars and lecturers, this framework has been enriched with the concept of a passio complexitatis. within the concluding chapters, the booklet advocates for a much better stability among the normative and instrumental professionalization of academics, to be able to create area for the advance of pedagogical family and procedures and to reintroduce the ethical dimensions of schooling. The declare all through this ebook is that taking into consideration complexity in schooling – even going as far as to include it – is key for the development of schooling, and a prerequisite for extra genuine relationships (on the micro point) and the upkeep of a well-functioning democracy and a balanced society (on the macro level).
This ebook is of curiosity to researchers and educators who're attracted to normative professionalization, to qualitative and perform orientated researchers, to lecturers and bosses in fundamental, secondary schooling, and to the broader public that is focused on the importance of schooling for the improvement of a sturdy and sustainable society.
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Extra resources for Complexity in Education: From Horror to Passion
Praktijken van normatieve professionalisering (pp. 431–456). Amsterdam: SWP Books. Kunneman, H. P. (2005). Voorbij het dikke-ik. Bouwstenen voor een kritisch humanisme. Utrecht: Humanistics University Press. Onderwijsraad. (2013). Een smalle kijk op onderwijskwaliteit. Stand van educatief Nederland 2013. Den Haag: Onderwijsraad. Onderwijsraad. (2016). De volle breedte van onderwijskwaliteit. Van smal beoordelen naar breed verantwoorden. Den Haag: Onderwijsraad. Weggeman, M. (2007). Leidinggeven aan professionals?
Van der Zande develops a dialogical take on morality with regard to education in the context of different worldviews. Zondervan discusses the topic of moral relevance in relation to professional institutions. PHRONESIS An important concept for this book, used by various authors, is ‘phronesis’ or practical wisdom. Phronesis is an Aristotelian, philosophical concept which refers to “the moral disposition to act wisely, truly and justly; with goals always open to review” (Kemmis & Smith, 2008, p.
Transforming teaching in every school. New York, NY: Teachers College Press. Kahneman, D. (2011). Thinking, fast and slow. New York, NY: Farrar, Straus and Giroux. Korthagen, F. A. (2001). Waar doen we het voor? Op zoek naar de essentie van goed leraarschap. Utrecht: Utrecht University. , & Kessels, J. (2001). Linking practice and theory. The pedagogy of realistic teacher education. London: Routledge. , & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth.
Complexity in Education: From Horror to Passion by Cok Bakker, Montesano Montessori Nicolina