Efnisyfirlit

• Cover Page
• Half Title page
• Series Page
• Title Page
• Copyright Page
• Contents
• Series Editor's Preface
• Preface
• Acknowledgements
• Part I Education, Teaching and Professionalism
• 1 Teaching and Education
  • Fundamental assumptions and basic questions
  • Teaching and skill
  • Towards a philosophical psychology of teaching
  • Concepts of education: profession and vocation
    • Vocational conceptions
    • Professional conceptions
  • Analogies with teaching: similarity and difference
• 2 Professions, Professionalism and Professional Ethics
  • Profession and professionalism: what's in a name?
  • The ethical dimensions of professional engagement
  • Professions as moral projects
  • ‘Bolt-on' versus integral professional ethics
  • Professional autonomy and the dangers of technicisation
• 3 Teaching and Professionalism
  • Professional status and the elitist objection
  • Teaching, education and professional criteria
  • Human flourishing and educational theory
  • The case against educational professionalism
  • Towards a more balanced conception of professionalism
• Part 2 Educational Theory and Professional Practice
• 4 Educational Theory Misapplied?
  • Some basic questions about educational theory
  • Education and applied science
  • The practical relevance of educational theory
  • Problems with the ‘applied' conception of educational theory
  • Rationality and skill
  • Theory and practical reason
• 5 Different Faces of Educational Theory
  • The practical wisdom of phronesis
  • Moral reason and moral inference
  • The moral character of professional deliberation
  • Technicist and non-technicist educational deliberation
  • Need we be afraid of theory talk?
• 6 Teaching and Competence
  • Knowledge and professionalism
  • Concepts of competence: capacities and dispositions
  • Some views of dispositional competence
  • Professional capacities and practical knowledge
  • The moral basis of educational practice
  • Diverse conceptions of the relationship of reason to practice
• Part 3 Professional Values and Ethical Objectivity
• 7 Professional Values and the Objectivity of Value
  • Subjectivist views of value judgement
  • The historicist turn
  • Facts and values: evidence and theory
  • Local and universal value
  • The spectre of relativism
  • The communitarian threat to educational professionalism
• 8 Rival Conceptions of Education
  • Universality and professionalism
  • Reason and value
  • Educational traditionalism and progressivism
  • Values and methods
  • Dim prospects for resolving the dualism
  • Brighter prospects?
• Part 4 Ethics and Education, Morality and the Teacher
• 9 Educational Rights and Professional Wrongs
  • Grades of normative involvement in teaching
  • Professional rights and wrongs
  • Crime and punishment
  • Punishment and civilised association
  • Unprofessional personal relations
  • Interim reflections
• 10 Aims of Education, Schooling and Teaching
  • The radical contestability of educational aims
  • Teaching, human development and culture
  • The diverse developmental purposes of schooling
  • The errors of pragmatism
  • The possibility of self-determination
  • Schooling, education and training
• 11 The Moral Role of the Teacher
  • The moral educational dimension
  • Moral education and social control
  • The role of rule, principle and habituation
  • Morality, reason and relativism
  • Two approaches to moral education
  • Liberalism and paternalism: an irresolvable dualism?
• Part 5 Particular Issues
• 12 Ethical Issues Concerning the Role of the Teacher
  • Towards the particular case
  • The uses of moral reason
  • More on the uses of moral reason
  • Virtuous and vicious speech and attire
  • Teacher character and personality
  • Professional persona and personal probity
• 13 Ethical Issues Concerning Education and Schooling
  • The character implicatedness of teacher professionalism
  • The hazards of managerialism
  • Equality and difference
  • School administration: democracy versus autocracy
  • Intra-school value conflict
  • Educational principle and anti-educational interests
• Notes
• Bibliography
• Index

UM RAFBÆKUR Á HEIMKAUP.IS

Bókahillan þín er þitt svæði og þar eru bækurnar þínar geymdar. Þú kemst í bókahilluna þína hvar og hvenær sem er í tölvu eða snjalltæki. Einfalt og þægilegt!

Rafbók til eignar
Rafbók til eignar þarf að hlaða niður á þau tæki sem þú vilt nota innan eins árs frá því bókin er keypt.

Þú kemst í bækurnar hvar sem er
Þú getur nálgast allar raf(skóla)bækurnar þínar á einu augabragði, hvar og hvenær sem er í bókahillunni þinni. Engin taska, enginn kyndill og ekkert vesen (hvað þá yfirvigt).

Auðvelt að fletta og leita
Þú getur flakkað milli síðna og kafla eins og þér hentar best og farið beint í ákveðna kafla úr efnisyfirlitinu. Í leitinni finnur þú orð, kafla eða síður í einum smelli.

Glósur og yfirstrikanir
Þú getur auðkennt textabrot með mismunandi litum og skrifað glósur að vild í rafbókina. Þú getur jafnvel séð glósur og yfirstrikanir hjá bekkjarsystkinum og kennara ef þeir leyfa það. Allt á einum stað.

Hvað viltu sjá? / Þú ræður hvernig síðan lítur út
Þú lagar síðuna að þínum þörfum. Stækkaðu eða minnkaðu myndir og texta með multi-level zoom til að sjá síðuna eins og þér hentar best í þínu námi.



Fleiri góðir kostir
- Þú getur prentað síður úr bókinni (innan þeirra marka sem útgefandinn setur)
- Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
- Auðvelt að afrita og líma efni/texta fyrir t.d. heimaverkefni eða ritgerðir
- Styður tækni sem hjálpar nemendum með sjón- eða heyrnarskerðingu