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Ethical teaching: A case for dialogi...

Foster, C. Robert.

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Ethical teaching: A case for dialogical resistance.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Ethical teaching: A case for dialogical resistance./
作者:	Foster, C. Robert.
面頁冊數:	248 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2507.
Contained By:	Dissertation Abstracts International67-07A.
標題:	Education, Philosophy of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR15960
ISBN:	9780494159606

Ethical teaching: A case for dialogical resistance.
Foster, C. Robert.

Ethical teaching: A case for dialogical resistance. - 248 p.

Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2507.

Thesis (Ed.D.)--University of Toronto (Canada), 2006.

My contribution to the study of ethical pedagogy focuses on dialogical resistance in the classroom. Dialogical resistance must be argued and practised as a necessary dyadic tension between dominance and subservience, bureaucratic demands and subversion and individual conscience and collective pressures. Within the context of an increasingly diverse educational system and a functionally monolithic evaluation system, the ethical teacher will resist dialogically for the sake of ethical space in the classroom. The pressures and contradictions to be resisted are located within the teacher, between the teacher and students, and between the teacher and the education system. Resistance leads to more ethical space as the teacher-student relationship becomes less neutralized, more morally significant as a truly human relationship. I attach high ontological value to each human life, regardless of culture, religion, gender, race, performance, or ethical viewpoint.

ISBN: 9780494159606Subjects--Topical Terms:

783746
Education, Philosophy of.

Ethical teaching: A case for dialogical resistance.
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500 $a Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2507.
502 $a Thesis (Ed.D.)--University of Toronto (Canada), 2006.
520 $a My contribution to the study of ethical pedagogy focuses on dialogical resistance in the classroom. Dialogical resistance must be argued and practised as a necessary dyadic tension between dominance and subservience, bureaucratic demands and subversion and individual conscience and collective pressures. Within the context of an increasingly diverse educational system and a functionally monolithic evaluation system, the ethical teacher will resist dialogically for the sake of ethical space in the classroom. The pressures and contradictions to be resisted are located within the teacher, between the teacher and students, and between the teacher and the education system. Resistance leads to more ethical space as the teacher-student relationship becomes less neutralized, more morally significant as a truly human relationship. I attach high ontological value to each human life, regardless of culture, religion, gender, race, performance, or ethical viewpoint.
520 $a In this dissertation, I address the following key questions: what basis can be derived from my own narrative account (Chapter One)? How can dialogical resistance be defined? How does it address the reality of asymmetrical relations (Chapter Two)? What are the pivotal ethical notions in Martin Buber that support dialogical resistance (Chapter Three)? What counts as dialogical resistance and to what ends (Chapter Four)? Why is the basis of Buber's relational ontology more credible than other views (Chapter Five)? What are some implications for evaluation in the classroom (Chapter Six)?
520 $a Resistance is usually applied to political movements (the French Resistance) or to authority structures (resisting police arrest). I will posit resistance as the intrapersonal, interpersonal and institutional responsibility of the teacher. I hope to show that by paying special attention to the teacher's role in ethical resistance, differences in the classroom can both be accounted for and honoured.
520 $a My choice of philosophical framework borrows from Buber's relational ontology. His dialogical core of unconditioned worth acts as fertile soil for justifying ethical resistance. Teachers acting within the Buberian vision of education are therefore called to resist dehumanizing pedagogies and enter into dialogical relations that promote healthy ethical tensions in educational settings.
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