Suchergebnisse

Intro -- Foreword -- Preface -- Contents -- 1 Utility, Principle, Virtue -- 2 Particularism -- 3 Perception and Representation -- 4 Imagination and Metaphor -- 5 Aesthetic Illumination -- 6 Art and Truth -- 7 Literary Expression -- 8 Aristotle and Jane Austen -- 9 Directions -- Notes -- Glossary -- Bibliography -- Name Index -- Subject Index.

"Encompassing feminism, masculinities and queer theory, and drawing on film, literature, language, creative writing and digital technologies, these essays, from scholars experienced in teaching gender theory in university English programmes, offer inventive and student-focused strategies for teaching gender in the twenty-first century classroom"--

In The Boy in Striped Pyjamas when Bruno dons his striped uniform, he notices that it smells. He wears the clothes of a dead prisoner, timeworn and never washed. His authentic self is masked and he is doomed. Each teacher, unless alert to possibilities of what might be, can become lost in a moral morass of policy and pedagogy, blindly donning the cast offs of a system that has never worked and is failing faster and more spectacularly than ever before. We are sold a line that the clothes just need starch. We need new clothes. We need them now. Immorality and deception. Arrogance and greed. Misc

This article presents a hypothetical series of letters from an anonymous social work student at Flinders University describing their learning. The student is writing to Charles–Louis de Sécondat, Baron de la Br ède et de Montesquieu, in keeping with the Baron's famous, anonymously published Lettres persanes (Persian Letters). The student's letters highlight the progress of education in general and social work education in particular from the 18th Century to the present time. They illustrate the author's approach to teaching and learning, and some of her strategies for effectively teaching social planning and social work ethics.Montesquieu wrote his Lettres persanes in 1721 as a vehicle for commenting on life and culture in contemporary France. This paper presents a series of hypothetical letters to Montesquieu from a social work student at Flinders University describing her learning. These letters were presented at the Australian Universities Teaching Committee National Teaching Forum in 2002 to convey the educator's approach to teaching. While the letters conclude with a peroration in which the educator outlines the conceptual framework underlying her teaching, the article concludes with a reply from 'Montesquieu' on the letters and the student's response.

What is white privilege? -- Why is teaching about white privilege to white students so -- Difficult? -- The class setting, pedagogical goals and theoretical frames -- Applying the dialogic approach -- Assessment, findings and evaluation -- Conclusion.

"Teaching Genocide" published on by Oxford University Press.

Enthusiasm is a necessary component of education. A teacher's enthusiasm is rooted in his or her personal teaching style, ability to adopt innovative methods, & capacity to balance lecture with discussion. College teachers must remember that focusing on appealing topics is important. Lecture topics should be chosen based not on what the teacher feels "should" be covered, but on what the teacher feels is both relevant & interesting. Finally, teachers must constantly evaluate their own attitude toward students. K. Larsen