The ignorant environmental education teacher: students get empowered and teach philosophy of nature inspired by ancient Greek philosophy

This paper presents an attempt to apply Jacques Rancière’s emancipatory pedagogy of ‘the ignorant schoolmaster’ to environmental education, which emphasises environmental ethics. The paper tells the story of a philosophy of nature project in the framework of an environmental adult education course at a Second Chance School in Greece, where adult students researched ancient Greek philosophy of nature, discovered and adopted environmental values and taught their schoolmates. The paper presents the findings of this pedagogical experiment and evaluates the benefits and the skills that students can acquire through emancipatory pedagogy and through peer teaching and learning. Α cross-disciplinary combination of emancipatory pedagogy, environmental education, philosophy of nature and environmental ethics that can empower students and strengthen their environmental conscience with emphasis in ecocentric and ecojustice values is proposed. Τhe role of the teacher as a student, who continues to investigate and learn, trusting the intelligence and the abilities of his/her students is also examined. Furthermore, it is argued that there is a need to focus on the role of philosophy of nature and environmental ethics in environmental education and, because of its wealth and subtlety, ancient Greek philosophy can contribute to this emancipatory, environmental education paradigm.     

The Persistent Life of Oppression: The Unconscious,Power, and Subjectivity

The rise of standardization signals that Paulo Freire's critique of the banking concept of education continues to be relevant today. But Freire's theory of critical pedagogy has not gone without its critiques. On the one hand, the fact that these criticisms exist should not blind us to the fact that Freire's intention was to formulate an emancipatory pedagogy because of oppressive systems of education. On the other hand, we cannot continue Freire's project without heeding the warnings issued by these criticisms. In this paper, we address pressing issues concerning Freire's libratory pedagogy and the way it has been taken up by recent Marxist theorizing in education while at the same time maintaining the importance for thinking through an emancipatory pedagogy. We are clear: the real culprit in this situation is the persistent life of oppression itself. We utilize psychoanalysis and the theories of Michel Foucault in order to pinpoint and work through a specific problematic concerning Freire's theories – namely: oppression has an existence in the unconscious such that those who are oppressed form passionate attachments to the forms of power that oppress them. Indeed, such a problematic is not flattering for all who are concerned with forms of social oppression, but, we contend, that unless this problem is recognized and worked through, no real liberation is possible     

Counseling Made Transparent: Pedagogy for a Counseling Theories Course

The authors describe an innovative practice in classroom pedagogy for teaching counseling theories. In an attempt to make the counseling process “transparent” for students, instructors demonstrated clinical thinking using monologue and dialogue during role plays conducted in class. Support for this approach is offered, and feedback from students in the course is presented.     

后现代视域下大学生价值观教育对策研究

本文借鉴后现代理论以及后现代教育学的理论、方法,结合后现代中诸多理论热点,从阐释学与价值观的话语呈现、大众文化与大学生价值观教育的传导方式、对话交往与新型师生关系的重建等方面进行思考,提出后现代语境下大学生价值观教育的应对策略。     

Science of Learning: Evidence‐Based Teaching in the Clinical Supervision Classroom

Although clinical supervision is widely viewed as an educational process, counseling doctoral students may lack relevant background in pedagogy. In response to calls to incorporate learning theories and principles into supervision instruction, 7 evidence‐based science of learning principles as well as examples from 1 doctoral supervision course are described.     

The use of personal logs to assist clinical students in understanding and integrating theories of counseling intervention

Because of the importance for social science students of clinical counseling or therapy to fully understand and experience theories and methods of intervention, the author has developed a classroom exercise to help accomplish this goal. The use of personal logs by students of psychology, guidance and counseling, psychiatric nursing, social work, psychiatry and other helping professions gives students first hand experience in using theories and methods in their own life situations, and facilitates the important integration between the theory and the personality style of the user of the theory and its techniques.     

Perceptions of university teachers about teaching and the quality of pedagogy in higher education: a study in Portugal / Percepciones de los profesores universitarios sobre la enseñanza y la calidad de la pedagogía de la educación superior: un estudio realizado en Portugal

This paper draws upon a broader piece of research aiming at investigating the perceptions of university teachers about the quality of pedagogy in higher education and their professional development. Data were collected through questionnaires. In total, 171 faculty members participated in the study. Findings indicate that the participants recognized the importance of quality of pedagogy, and particularly the principles of transparency and intentionality. The most important motives for university teachers to engage in professional development opportunities are emancipatory and pedagogical ones. The participants also stress that in general they feel good as far as their teaching activity is concerned. However, those who revealed greater satisfaction with teaching valued more the quality of pedagogy in general. Also, those who feel good in relation to teaching value more the principles of interaction, democratization and negotiation with the students. Implications of the findings are discussed.     

Teaching teachers: “Nation at risk” and the issue of knowledge in teacher education

Teacher education in the United States is historically grounded in a nineteenth century conception of education, influenced to some degree by social darwinism, and based on an efficiency, scientific deterministic model of teaching and learning. The knowledge disseminated in teacher training programs gives legitimacy to certain conceptions of reality and perpetuates a hierarchical structure without questioning the relationship between values, facts, and assumptions inherent in knowledge production: such knowledge must be viewed as problematic. This article argues for the efficacy of a critical consciousness in teacher preparation paradigms. By studying the methodological accounts of several master teachers, students of education can receive a theoretical grounding in and practical examples of emancipatory pedagogy in daily classroom activities.     

意义建构：高师公共教育学课程的设计与实施策略

以《教师教育课程标准（试行）》的理念与精神来检视,我们发现,造成公共教育学课程教学低效的主要原因是学生感受不到课程知识的意义及其学习的价值。因此,意义建构应成为公共教育学课程设计与实施的价值取向。公共教育学课程旨在让师范生体认到教育的意义、教育理论的意义、学生成长的意义以及教师职业的意义。公共教育学课程设计与实施的改革策略在于回复知识的意义与重构学习的路径,具体包括：恢复学习的社会实践活动本质、建立知识与真实世界的联系、立足师范生的社会文化属性和知识经验基础、提升公共教育学课程教师的理论素养与教学艺术水平。     

Emancipatory and critical language education: a plea for translingual possible selves and worlds

Language is the main resource for meaningful action, including the very formation of selves and psychosocial identities, shaped by practical norms, beliefs, and values. Thus, language education constitutes one of the most powerful means for both social reproduction and social production and ideological maintenance and utopian innovation. In this paper, we attempt to emphasise the invaluable psychosocial, political, economic, and cultural function of language education in order to propose a critical view of the current transition from the monolingual to a multilingual paradigm. We maintain that multilingual approaches tend to serve the neoliberal framework and reproduce its systemic inequalities. Therefore, we argue in favour of emancipatory multilingual practices that could embody a translingual pedagogy capable of promoting the development of capabilities, the recognition of otherness, and the cultivation of diversity. Rooted in critical theory, namely in Foucault’s notion of subjectification and Freire’s view of conscientisation, an emancipatory translingual pedagogy would enable and empower every learner to synthesise a contextually creative field of new semantic and pragmatic relationships. Critical language education would enhance the ethos of biophilia that fosters what we term the poetics of communality and selfhood, that is to say, the proactive commitment to expanding symbolic and existential novelty.     

Youth and the critical agenda: Negotiating contradictory discourses

Syllabus and policy documents in many states and countries around the world, and more specifically in Queensland are underpinned by an emancipatory agenda, in particular the principles of social justice. Educators are called upon to achieve this through a pedagogy which is immersed in the language of critical theory.     

The dialogic space offered by curriculum-making in the process of learning to teach,and the creation of a progressive knowledge-led curriculum

There is widespread system response to the perceived needs of education for twenty-first century, where learning-to-learn is privileged and schools are organised to prepare young people for work. One casualty of such skills-led teaching is deep thinking about curriculum questions and the knowledge contents of teaching in relation to the needs, motivations and experiential knowledge of students. In this paper we argue for greater conceptual clarity between curriculum and pedagogy, and between the worlds of children’s experience and disciplinary knowledge, in order to deepen teachers’ understanding of the practice of teaching. The paper shows how using the conceptual tools of curriculum making is key to becoming, and developing as a teacher. This paper supports subject specialism in teaching in a manner that respects the social and cultural capital of young people and their role in knowledge creation together with the emancipatory significance of gaining epistemic access to disciplinary knowledge.     

Strengthening the Signature Pedagogy of Social Work: Conceptualizing Field Coordination as a Negotiated Social Work Pedagogy

ABSTRACT

Although field education is considered the signature pedagogy of social work, the work of field coordinators appear to remain peripheral to other aspects of social work education, such as coursework and research. In this article, we suggest that field coordination requires a far more complex set of knowledge and skills than merely matching students with placements based on availability and interest. Using critical and relational theories, this article conceptualizes field coordination as a negotiated pedagogy in which the coordinators navigate complex and often competing needs among students, field agencies, and social work practice. In making visible its nuances and intricacies, we suggest that field coordination is a critical relational pedagogy essential to advancing social work education.     

Demystifying Critical Reflection: Defining criteria for assessment

Many university teachers in the social sciences and humanities, especially those interested in emancipatory educative practices, wish to see their students develop a capacity for critical reflection, considered essential for the development of higher-order thinking. However, critical reflection is rarely precisely defined nor are clear indications given about how teachers can develop appropriate criteria for assessing how well students reflect. This paper offers a framework for identifying indicators of a capacity for critical reflection in the social sciences, as well as demonstrating how criteria can be developed for assessing students' capability for critical reflection, including making distinctions between reflection on values, beliefs and assumptions. It is argued that offering clear criteria can assist in providing guidance to both students and teachers in developing critically reflective capacities.     

Holistic school pedagogy and values: Finnish teachers’ and students’ perspectives

The purpose of the study was to identify the components of holistic school pedagogy as identified by a sample of Finnish secondary school teachers and students from two schools. Holistic pedagogy concerns the development of the whole student and acknowledges the cognitive, social, moral, emotional and spiritual dimensions of education. The data were gathered in spring 2008 and include 19 interviews of Finnish secondary school teachers of different subjects and 37 interviews of their students. The teachers and students came from two schools that both emphasize mathematics in their curricula. Analysis of the teachers’ and students’ interviews revealed three different components in holistic school pedagogy. These components were values and worldviews, field-invariant pedagogical components (which are important regardless of the content or the subject) and field-dependent pedagogical components (subject- or context-specific issues, such as pedagogical content knowledge of mathematics or the type of school). Holistic school pedagogy also emphasized the importance of the whole school community for the best pedagogical practices in schools.     

A Theory of Imperfection

In most counseling classes, entering students are very eager to learn techniques and theories of counseling. It is as if the students believe that these techniques will then enable them to be good counselors. If students were to succeed at their initial intention—the mastery of counseling theory and technique—all they would have are tools to distance them from their clients. In essence, the students would have the tools to work on clients and not with them. This article comments on the paradoxical nature of the teaching of counseling theory. The article demonstrates that what is correct are people and not the image people have of themselves. What is correct are the counselor's feelings between his or her clients and him or her. All counselors need do is pay attention to the correctness of their own responses to each client. They can only take a client as far along the road as they have traveled. All counselors really need to know is themselves. At this point their imperfections may be viewed as perfect and they need not depend on theories of counseling.     

Enhancing Critical Reflection and Writing Skills in the HBSE Classroom and Beyond

Human Behavior in the Social Environment (HBSE) is an ideal location in which graduate social work students can enhance their critical reflection and writing skills while integrating social work theories with practice, research, and policy. A writing-intensive, learner-centered model using specific strategies is described via a framework of critical pedagogy. In addition to its application within HBSE, this model can be adapted across the social work curriculum. The article is situated within ongoing debates concerning the relevance of social constructionism and postmodernism to social work.     

A critical pedagogy of empathy: making a better world achievable

Based on the results of a large-scale study regarding the role of secondary education teachers, we tried to develop an emancipatory teaching programme within the framework of a critical pedagogy of empathy. This teaching strategy is a three-stage process, during which a constant teacher–student interaction, attentive listening and interchange of roles are emphasised, so as to foster empathy. The first stage includes understanding the students’ perspectives and giving value to their experiences. When the channels of communication are open and teachers get into their students’ shoes, material relevant to the students’ experiences is presented at the second stage, while students are encouraged to question the prevailing status quo and to raise their voices in institutional contexts in which they have traditionally been silenced. Finally, during the third stage, students disseminate self-gained knowledge and thoughts with a view to creating a better future and a different society, as part of the broader mission of informed, democratic, critical, empathetic and active citizens.     

Intercultural comparative research: rethinking insider and outsider perspectives

A commonsense problematic positions comparative researchers as either inside or outside cultures, or their situation is considered so as to acknowledge cultural fluidity and fragmentation. This article rejects the objectivism of these positions to provide a relational account. Using the lens of social practice theory, comparative pedagogy is analysed and a case study provided, where pedagogy is described as a socially situated phenomenon and research on pedagogy as a contested field. Three relations are examined: researchers to pedagogy in processes of data generation; researchers to theories of and empirical research about pedagogy in processes of analysis; and theories of and empirical research about pedagogy to pedagogy in processes of validation. Methodological insights into the status, legitimacy and limitations of research findings are discussed, and a view of comparative pedagogy as craft apprenticeship is presented.