Critical Reflections on Teacher Education: Why Future Teachers Need Educational Philosophy

Description

Critical Reflections on Teacher Education argues that educational philosophy can improve the quality of teacher education programs in Canada, the United States, and the United Kingdom. The book documents the ways in which the market model of education propagated by governments and outside agencies hastens the decline of philosophy of education and turns teachers into technicians in hierarchical school systems. A grounding in educational philosophy, however, enables future teachers to make informed and qualified judgements defining their professional lives. In a clear and accessible style, Howard Woodhouse uses a combination of reasoned argument and narrative to show that educational philosophy, together with Indigenous knowledge systems, forms the basis of a climate change education capable of educating future teachers and their students about the central issue of our time. Cover Endorsement page Half Title Title Page Copyright Page Dedication Epigraph Table of Contents Preface Introduction Notes Chapter 1: The Demise of Educational Philosophy and the Rise of the Market Model Prologue Chapter Outline The Market Model of Education, Neoliberalism, and Corporate Globalization Canada United States United Kingdom Qualified and Informed Judgement Advocates of the Market Model of Education Accountability, Standardized Testing, and Beyond Defending Public Education Conclusion Notes Chapter 2: Bertrand Russell’s Humanistic Educational Philosophy and the Renewal of Teacher Education Prologue Chapter Outline The Metaphor of Growth The Growing Principle of Life Teacher Education, the Growing Principle of Life, and International Cooperation In the Absence of the Growing Principle of Life Behaviourism and Beyond Lessons from Beacon Hill School Restoring Intellect and Emotion Teachers and Civilized Life Conclusion Notes Chapter 3: Philosophy for Children, Teacher Education, and the Challenge of the Market Model Prologue Chapter Structure Inquiry for Truth or Warranted Assertion? Educating for Reasonableness in a Community of Inquiry The Practice and Theory of a Community of Inquiry Caring and Emotion in the Community of Inquiry Implications of Philosophy for Children for Teacher Education in the United States International Influence of the Institute for the Advancement of Philosophy for Children Philosophy for Children in Canada and Implications for Teacher Education P4C in the United Kingdom and Implications for Teacher Education Criticism of P4C: Paulo Freire on Inquiry and Dialogue Conclusion Notes Chapter 4: Life-Value, Climate Crisis, and Teacher Education Prologue Chapter Structure Bertrand Russell and the Growing Principle of Life A Consensus about the Climate Crisis Educational Interlude #1 Natural Capital and the Life-Ground of Value Educational Interlude #2 The Civil Commons Educational Interlude #3 The Money-Code of Value Educational Interlude #4 Life-Value Onto-Axiology Educational Interlude #5 Teacher Education and Life-Value Canada United States United Kingdom Conclusion Notes Chapter 5: A Philosophical Framework for Climate Change Teacher Education Prologue Key Questions and Chapter Outline The Challenge A Philosophical Framework for Climate Change Teacher Education Fostering the Value of Life in Climate Change Education Nurturing Relationship with Place Seeding Hope The Material and the Spiritual in the Process of Learning Conclusion Notes Index