Critical Issues in Education Dialogues and Dialectics

ISBN-10: 0078024374
ISBN-13: 9780078024375
Edition: 8th 2013
List price: $148.33 Buy it from $83.72 Rent it from $43.29
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Description: There is a great need for critical thinking in schools, and by teachers. Current educational reform efforts emphasize student testing on basic information and rote memorization. What is lost is education that involves critical thinking, creativity,  More...

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Book details

List price: $148.33
Edition: 8th
Copyright year: 2013
Publisher: McGraw-Hill Companies, The
Publication date: 7/16/2012
Binding: Paperback
Pages: 464
Size: 6.25" wide x 9.00" long x 0.50" tall
Weight: 1.518
Language: English

There is a great need for critical thinking in schools, and by teachers. Current educational reform efforts emphasize student testing on basic information and rote memorization. What is lost is education that involves critical thinking, creativity, and consideration of alternatives. The essential framework for this book is the stimulation of critical thinking—to include dialogue and dialectic approaches.Critical Issues in Educationincludes opposing sides of the issues presented and illustrates, through competing essays on each topic, how critical thinking, dialogue, and dialectic approaches improve understanding and the evaluation of available evidence and reasoning.

Jack Nelson received his Ph.D. in philosophy from the University of Chicago and is currently Dean of the Graduate School and Professor of Philosophy at Temple University. He has developed software for teaching logic and has published articles in personal identity, epistemology, and philosophy of science.

Stuart B. Palonsky is professor of education and director of the Honors College at the University of Missouri-Columbia. A former public school teacher in New York and New Jersey, Palonsky earned his doctorate at Michigan State University. His publications include 900 Shows a Year, an ethnographic study of high school teaching from a classroom teacher’s perspective. In addition, Palonsky has published numerous articles and reviews in educational and social science journals, and has presented scholarly and professional papers on educational issues at national association conferences.

Foreword
Preface
Introduction: Critical Issues and Critical Thinking
Education as Controversy
A Tradition of School Criticism and Reform
The Political Context of Schooling
Educational Criticism and Democratic Vitality
Whose Interests Should Schools Serve? Justice and Equity
Family Choice in Education: Public Interest or Private Good
Is family choice of schools in the public interest?
Position 1: Choice Creates Competition That Improves Outcomes for Individual Students
Position 2: Choice Limits Public Schools' Ability to Achieve Social Goals
Financing Schools: Equity or Privilege
Should government make educational spending equitable within and among school districts?
Position 1: Equitable Educational Spending Is a Matter of Justice
Position 2: Privileged Educational Spending Is Necessary in a Free Market Economy
Privatization, Commercialization, and the Business of School: Complementing or Competing Interests
Should schools be more like business?
Position 1: Privatizing and/or Corporate Support Can Improve Education
Position 2: Public Schools Should Be Public
Religion and Public Schools: Free Expression or Separation
How do schools balance freedom of religious expression and the separation of church and state?
Position 1: Freedom of Religious Expression Must Be Protected in Public Schools
Position 2: The Separation of Church and State Must Be Maintained in Public Schools
Gender Equity: Eliminating Discrimination or Accommodating Difference
Should schools or classrooms separate students by gender or sexual identities?
Position 1: Separate Schools or Classrooms Perpetuate Discrimination
Position 2: Separate Schools or Classrooms Are Necessary
New Immigrants and the Schools: Unfair Burden or Business as Usual
Should we require schools to teach the flood of new immigrants?
Position 1: Schools Have Always Served to Help New Immigrants
Position 2: Bad Policy Overburdens Schools
What Should be Taught? Knowledge and Literacy
Standards-Based Reform: Real Change or Badly Flawed Policy
Will the standards-based reform movement improve education or sacrifice teachers' decisions and individual assessment to national standards and standardized testing?
Position 1: Standards-Based Reform Promises Quality Education for All Students
Position 2: Standards-Based Reform Is Flawed Policy and Misdirected Reform
The Academic Achievement Gap: Old Remedies or New
Do current policies sufficiently address the academic achievement gap or are new measures needed?
Position 1: Current Programs Have Been Successful and Should Be Maintained
Position 2: New Programs Are Needed
Values/Character Education: Traditional or Liberational
Which and whose values should public schools embrace and teach
Position 1: Teach Traditional Values
Position 2: Liberation through Active Value Inquiry
Multicultural Education: Democratic or Divisive
Should schools emphasize America's cultural diversity or the shared aspects of American culture?
Position 1: Multiculturalism: Central to a Democratic Education
Position 2: Multiculturalism Is Divisive and Destructive
Technology, and Learning: Enabling or Subverting
What technology deserves significant school attention, and who should decide?
Position 1: Technology Enables Learning
Position 2: Technology Can Subvert Learning
The School Community Individuals and Environments
Discipline and Justice: Zero Tolerance or Discretionary Practices
What concept of justice should govern school and classroom discipline?
Position 1: Zero Tolerance Policies Provide Justice in Public Schools
Position 2: Discretionary Discipline Policies Promote Justice in Public Schools
Violence and Bullying in Schools: School Treatable or Beyond School Control
Can schools deal effectively with violent or potentially violent students?
Position 1: Schools Can and Should Curb Violence and Bullying
Position 2: The Problem of School Violence Is Beyond School Control
Inclusion and. Disability: Common or Special Education
When and why should selected children be provided inclusive or special treatment in schools?
Position 1: For Full Inclusion
Position 2: Special Programs Help Special Students
Teacher Unions and School Reform: Advocate or Adversary
Do teacher unions support or subvert the nation's school reform agenda?
Position 1: Teacher Unions Are Champions of Teachers -and School Reform
Position 2: Teacher Unions Stand in the Way of School Reform
Academic Freedom and Censorship: Teacher Rights or Responsibilities
How should the proper balance between teacher freedom and responsibility be determined?
Position 1: For Increased Academic Freedom
Position 2: For Teacher Responsibility
Index

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