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.
Author(s): Howard Woodhouse
Publisher: Routledge
Year: 2022
Language: English
Pages: 151
City: New York
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
