Questioning the Classroom

Perspectives on Canadian Education

By: Dianne Gereluk; Christopher Martin; Trevor Norris; Bruce Maxwell

• Publisher: Oxford University Press Canada

• Print ISBN: 9780199010035, 019901003X

  Print ISBN: 9780199010035, 019901003X

• eText ISBN: 9780199010042, 0199010048

  eText ISBN: 9780199010042, 0199010048

• Copyright year: 2016
• Format: PDF

Contents About the Authors Acknowledgments Introduction | What’s the Point?! What Is Philosophy of Education? Repositioning the Way in Which We Think about Philosophy of Education Using a Problem-Based Approach What Does This Book Do? How Is This Book Organized? Final Points of Consideration for Emerging Philosophers of Education Further Readings I | Why Should Children Be Educated? Part Overview Overview by Chapter 1 | What Are the Values and Aims of Education? Introduction Terminology: Does Education Have a Purpose? Education versus Schooling Changing Models of Education Step One: Knowledge and Understanding as an Aim of Education Step Two: Reaction and Criticism Step Three: Well-Being as an Aim of Education Conclusion Review Questions Further Readings 2 | Can We Educate for Canadian Identity? Introduction What Is Civic Identity and What Is the Point of Educating for It? Challenges to Education for Civic Identity A Brief History of Citizenship Education in Canada Conclusion Review Questions Further Readings II | How Should Children Be Educated? Part Overview Overview by Chapter 3 | What Are Our Main Conceptions of Education, Where Did They Originate, and How Do They Inform Our Introduction Metaphors We Live By Three Conceptions of Teaching and Learning Educational Rationalism: Teaching and Learning as Building Knowledge The Developmental Conception of Education: Learning as Growth The Guidance Conception of Education: Learning as Insight and Discovery Conclusion Review Questions Further Readings 4 | Are Students Becoming Consumerist Learners? Introduction: What Is Consumerism? Types of School Commercialism Civic Identity or Consumer Identity? Private Gain or Public Good? “Me, Inc.” Economistic Approaches to Education Commodification of Knowledge The Humanities and Economic Growth Teacher Autonomy Critical Thinking Educational Risk and the Unexpected Should Education Be “Easy”? Conclusion Review Questions Further Readings III | What Should Children Learn? Part Overview Overview by Chapter 5 | What Should Be Taught on the Curriculum? Introduction How Do Decision-Makers Decide What Should Be on the Curriculum? Curriculum in Canada: A Look at the Past Criticisms of What Is Taught on the Curriculum The Changing Nature of What Should Be Taught in Schools Conclusion Review Questions Further Readings 6 | Should Teachers Teach Students about Controversial Subjects? Introduction What Is a Controversy? What Difficulties Do Teachers Face in Teaching Controversial Issues in Schools? How Can Teachers Navigate Controversial Issues with Dignity and Worth? Conclusion Review Questions Further Readings IV | Where Should Children Learn? Part Overview Overview by Chapter 7 | Place-Based Education and the Rural School Ethic Introduction What Is Place-Based Education? Well-Being, the Individual, and Community The Limits of Place-Based Education Conclusion Review Questions Further Readings 8 | Should School Choice Be Fostered in Public Education? Introduction What Is “Choice”? How Do People Choose? The Merits and Demerits of School Choice Criticisms of School Choice Policies Conclusion Review Questions Further Readings V | Who Should Control Education? Part Overview Overview by Chapter 9 | Should Cultural Restoration Be an Aim of Education? Justice, Reconciliation, and Aboriginal Educ Introduction Residential Schooling and Transitional Justice Education for Canadian Identity Revisited Residential Schooling and Canada’s Truth and Reconciliation Commission Who Should Control Aboriginal Education? Education and Deliberative Democracy Conclusion Review Questions Further Readings 10 | Should Parents Decide How Children Are Educated? Introduction Parens Patriae Arguments in Favour of Parental Rights Arguments against Parental Rights Conclusion Review Questions Further Readings VI | What Is the Role of Teachers’ Professional Identity? Part Overview Overview by Chapter 11 | To What Extent Do Teachers Have Professional Autonomy? Introduction Why Is Autonomy Important for the Work That Professionals Do? Is Teaching a Profession? Legal Issues Conclusion Review Questions Further Readings 12 | Conclusion: Teaching for the Canadian Ethical Environment Philosophical Perspective in the Practice of Teaching Why Professional Self-Cultivation? Professional Self-Cultivation and Reasoning about Values Self-Cultivation and Teacher Education Teaching for the Canadian Ethical Environment Review Questions Further Readings Glossary References Index

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