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  1. Studies in Philosophy and Education
  2. Studies in Philosophy and Education : Volume 16
  3. Studies in Philosophy and Education : Volume 16, Issue 1-2, January 1997
  4. Teaching, Reason and Risk
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Studies in Philosophy and Education : Volume 36
Studies in Philosophy and Education : Volume 35
Studies in Philosophy and Education : Volume 34
Studies in Philosophy and Education : Volume 33
Studies in Philosophy and Education : Volume 32
Studies in Philosophy and Education : Volume 31
Studies in Philosophy and Education : Volume 30
Studies in Philosophy and Education : Volume 29
Studies in Philosophy and Education : Volume 28
Studies in Philosophy and Education : Volume 27
Studies in Philosophy and Education : Volume 26
Studies in Philosophy and Education : Volume 25
Studies in Philosophy and Education : Volume 24
Studies in Philosophy and Education : Volume 23
Studies in Philosophy and Education : Volume 22
Studies in Philosophy and Education : Volume 21
Studies in Philosophy and Education : Volume 20
Studies in Philosophy and Education : Volume 19
Studies in Philosophy and Education : Volume 18
Studies in Philosophy and Education : Volume 17
Studies in Philosophy and Education : Volume 16
Studies in Philosophy and Education : Volume 16, Issue 4, October 1997
Studies in Philosophy and Education : Volume 16, Issue 3, July 1997
Studies in Philosophy and Education : Volume 16, Issue 1-2, January 1997
Editor's Introduction
Retionality and Human Dignity – Confucius, Kant and Scheffler on the Ultimate Aim of Education
Critical Thinking and Foundational Development
The Cognitive Emotions and Emotional Cognitions
Rational Passions and Intellectual Virtues, A Conceptual Analysis
In Praise of Objective-Subjectivity: Teaching the Pursuit of Precision
Reason in Teaching: Scheffler's Philosophy of Education “A Maximum of Vision and a Minimum of Mystery”
Teaching, Reason and Risk
Language: Definition and Metaphor
Is There a “Language of Education“?
National Goals for Education and The Language of Education
(RE)Inventing Scheffler, or, Defending Objective Educational Research
Scheffler Revisited on the Role of History and Philosophy of Science in Science Teacher Education
In Defense of Israel Scheffler's Conception of Moral Education
Israel Scheffler's Ethics: Theory and Practice
Israel Scheffler on Religion, Reason and Education
Reflections on Israel Scheffler's Philosophy of Religion
Total Quality Management: A Plan for Optimizing Human Potential?
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Teaching, Reason and Risk

Content Provider Springer Nature Link
Author Pearson, Allen T.
Copyright Year 1997
Abstract In his writings on teaching, Isreal Scheffler has argued for the close connection between teaching and reason, an argument which can be summarized by, “Teaching is. . an initiation into open rational discussion.” This essay examines Schefflier's thesis in the light of criticisms drawn from feminist writings on teaching. It is argued that Scheffler's thesis is consistent with a view of teaching in which it can be achieved through “kindness, good example and the efficacy of unconscious imitation,” characteristics of the private, reproductive processes typical of women. It is then argued that Scheffler's concept of teaching is compatible with views of education that try to do justice to both reason and emotion, mind and feeling.
Starting Page 103
Ending Page 111
Page Count 9
File Format PDF
ISSN 00393746
Journal Studies in Philosophy and Education
Volume Number 16
Issue Number 1-2
e-ISSN 1573191X
Language English
Publisher Kluwer Academic Publishers
Publisher Date 1997-01-01
Publisher Place Dordrecht
Access Restriction One Nation One Subscription (ONOS)
Subject Keyword Philosophy of Education Education (general) Testing and Evaluation Theory of Education
Content Type Text
Resource Type Article
Subject Philosophy Education
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