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Ethics, Education, and the Habit-Mak...

James, Carmen Elinor.

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Ethics, Education, and the Habit-Making Life.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Ethics, Education, and the Habit-Making Life./
作者:	James, Carmen Elinor.
面頁冊數:	176 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Educational philosophy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3689429
ISBN:	9781321687941

Ethics, Education, and the Habit-Making Life.
James, Carmen Elinor.

Ethics, Education, and the Habit-Making Life. - 176 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--Columbia University, 2015.

This item must not be sold to any third party vendors.

This study investigates the relevance of habits in education. Philosophers, from Aristotle to Montaigne to Rousseau to Dewey, positively and negatively portray habits. Philosophers of education have delineated habits worth developing and habits detrimental to the project of education. In the current era of high-stakes testing and accountability, there has been an increased interest in habits. Yet, the habits of interest in many educational settings today are often regimented and un-reflectively repetitive. Lists of habits that we can widely recommend and repeat across countless contexts are deemed useful because they are easily measurable and facilitate assessment, but they can lead to a practice of education that is inhumane and a profession of teaching that is marked by growing attrition.

ISBN: 9781321687941Subjects--Topical Terms:

3173367
Educational philosophy.

Ethics, Education, and the Habit-Making Life.
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245 1 0 $a Ethics, Education, and the Habit-Making Life.
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500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: David Hansen.
502 $a Thesis (Ph.D.)--Columbia University, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a This study investigates the relevance of habits in education. Philosophers, from Aristotle to Montaigne to Rousseau to Dewey, positively and negatively portray habits. Philosophers of education have delineated habits worth developing and habits detrimental to the project of education. In the current era of high-stakes testing and accountability, there has been an increased interest in habits. Yet, the habits of interest in many educational settings today are often regimented and un-reflectively repetitive. Lists of habits that we can widely recommend and repeat across countless contexts are deemed useful because they are easily measurable and facilitate assessment, but they can lead to a practice of education that is inhumane and a profession of teaching that is marked by growing attrition.
520 $a A philosophically-grounded conception of habit has the potential to humanize learning. This study seeks to identify habits that are dynamic and responsive, those that can become the bases for lifelong learning. An account of dynamic habits and ways of modifying habits through experience and reflection has twofold implications for teachers. First, by reflecting on what they have learned and imagining new possible directions for their practice, teachers initiate the critical process of reconstructing habits, which allows them to improve their practice. Second, by cultivating dynamic habits, teachers are better equipped to model and actively teach thinking and reflection in the classroom with their students.
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