Sidney Hook. First published Thu May 8, 2008 The philosophical career of Sidney Hook was characterized by the length and constancy of his commitment to the philosophy of John Dewey. Hook was a leading interpreter and proponent of Deweyan pragmatic naturalism from his years as Dewey's graduate student at Columbia in the 1920s through the six decades of his philosophical teaching and writing until his death in 1989. He identified with the attribution given to him as “Dewey's bulldog.” Hook's advocacy of the Deweyan position had its particular focus in the areas of the pragmatic theory of knowledge and in ethical naturalism. In regard to theory of knowledge, Hook believed that only the pragmatic account of knowledge, with its instrumentalist emphasis, provided an adequate explanation of the value ascribed to knowledge in human experience and a satisfactory answer to the question of why knowledge was important for human life. 1. 2.
Stanford Encyclopedia of Philosophy. Dialectic. Dialectic (also dialectics and the dialectical method) is a method of argument for resolving disagreement that has been central to European and Indian philosophy since antiquity. The word dialectic originated in ancient Greece, and was made popular by Plato in the Socratic dialogues. The dialectical method is discourse between two or more people holding different points of view about a subject, who wish to establish the truth of the matter guided by reasoned arguments.[1] The term dialectics is not synonymous with the term debate.
While in theory debaters are not necessarily emotionally invested in their point of view, in practice debaters frequently display an emotional commitment that may cloud rational judgement. The Sophists taught aretē (Greek: ἀρετή, quality, excellence) as the highest value, and the determinant of one's actions in life. Socrates favoured truth as the highest value, proposing that it could be discovered through reason and logic in discussion: ergo, dialectic. Ten by Ten: Essential Schools That Exemplify the Ten Common Principles. 1 2 3 4 5 6 ref="#7">7 8 9 10 Schools play out the Coalition's Ten Common Principles in different ways, depending on their local context and priorities. For each principle, here is an Essential school exemplar of its practice, nominated by other school people impressed with how student learning has followed.
As Essential schools put into practice the Coalition's Ten Common Principles, they interpret those basic beliefs in ways that necessarily reflect very different local contexts. As the principles work in concert, moreover, schools often find that one rises to prominence, prompting a press for excellence that illumines and ignites other areas of change as well. This issue of Horace presents one of these local interpretations for each Common Principle - not as models but as examples of the varied and exciting ways that Essential schools can look. 1.
Noble High SchoolBerwick, Maine 995 students, grades 9 - 12 Higher academic expectations show up in every part of this school's structure. Vygotsky. Johann Heinrich Pestalozzi. Johann Heinrich Pestalozzi (January 12, 1746 – February 17, 1827) was a Swiss pedagogue and educational reformer who exemplified Romanticism in his approach.
He founded several educational institutions both in German- and French-speaking regions of Switzerland and wrote many works explaining his revolutionary modern principles of education. His motto was "Learning by head, hand and heart". Thanks to Pestalozzi, illiteracy in 18th-century Switzerland was overcome almost completely by 1830[citation needed]. Life[edit] Early years – 1746–1765[edit] Coat of arms of Pestalozzi's family from Zürich Pestalozzi was born on January 12, 1746, in Zürich, Switzerland. On holidays Pestalozzi would visit his maternal grandfather, a clergyman in Höngg.[3] Together they would travel to schools and the houses of parishioners.
Pestalozzi was educated to become a clergyman. Young adulthood – Political aspirations – 1765–1767[edit] Neuhof - 1769-1779[edit] Period of literary activity - 1780-1797[edit] Thoughts on Teaching, 2001. In 2001, I retired from fulltime teaching and research at Stanford. The Dean invited me to give a talk to the graduates and their families that June. Here is an abridged version of what I said. “I have thought a lot about the past 46 years I have spent in education. I have taught in urban high schools and Stanford for many years [in addition to being an administrator].
It is teaching–not administration or scholarship [however]–that has defined me as an adult…. Teaching has permitted me to be a lover of ideas, a performer, a lifelong learner, a historian, a writer, and a friend to former students and colleagues. Two basic reasons are behind this strong push for higher quality in teachers: Policy makers and teacher educators believe that when teachers understand deeply their subjects and possess a full repertoire of teaching skills students will learn more, do better on tests, and eventually get good jobs.
I need to be clear on this point. ‘Should I be Robert Donat in Good-bye, Mr.