Landon E Beyer
Dados Biográficos
| ID | 1585582 |
|---|---|
| NOME | Landon E Beyer |
| PRENOMES | Landon E |
| SOBRENOME | Beyer |
| ASSINATURA | BEYER L E |
| AFILIAÇÕES | Knox College |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAÇÕES | 41 |
| TOTAL COMO AUTOR | 20 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1979 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2001 |
| ÍNDICE H | 3 |
The Value of Critical Perspectives in Teacher Education
Among the thorniest of issues that teacher educators deal with is the relationship between theory and practice. Moreover, there are a number of theoretical traditions on which we can draw to create new programs in teacher education or critique ongoing programs. This article discusses the range of theories that are available and their characteristics and orientations. Though critical theory has not been widely used in teacher education, it is valu…
The Relevance of Philosophy of Education
(1997). The Relevance of Philosophy of Education. Curriculum Inquiry: Vol. 27, No. 1, pp. 81-94
The Moral Contours of Teacher Education
In this article, I describe the nature of and necessity for moral reasoning in everyday life and in programs in teacher education, consider ways teacher educators can consider moral issues with their students, and provide examples of how some educators have incorporated such issues in actual and proposed programs. Exchanges over school issues with moral connotations often focus on controversies such as censorship of books, appropriateness of sex …
The American High School Today
The Arts as Personal and Social Communication
1A previous version of this paper was presented at the 1994 JCT Conference on Curriculum Theory and Classroom Practice, The Banff Center for Conferences, Alberta, Canada, in November of 1994. I would like to thank Jo Anne Pagano, Tony Whitson, Kay Johnston, and Mark Amsler for their helpful comments at that presentation
Schooling, Moral Commitment, and the Preparation of Teachers
Teaching has been conceived of as a decontextualized, apolitical, amoral enterprise in both historical and contemporary contexts of teacher education. For example, normal schools fostered a conception of competence in which moral deliberation was less than central by promoting vocationalism and an instrumental rationality that denigrated educational theory and critical reflection. Recent attempts to rekindle a science of education promote a simil…
Knowing and Acting
A reconstructed approach to teacher preparation emerges in this work. Beyer argues for the study of education as a liberating academic field of inquiry that is also concerned with practice and suggests that the split between liberal and applied education is not tenable
Reconceptualizing Teacher Preparation
Beyer analyzes an attempt to put into practice a critically-oriented program of teacher preparation emphasizing the na ture of educational studies as a liberal field of inquiry. The article documents the institutional and ideological con straints on this process and raises ques tions about the ways in which a college culture affects curricular reforms. Fi nally, Beyer provides evidence of the ways in which educational debates are affected by taci…
Can schools further democratic practices
individualism, arguing instead that and personal happiness develop only within a social setting; it rejects the abstractions inherent in liberalism from Hobbes's (1958) war of against all to Rawls's (1971) original position. Freedom refers not to an abstract relationship among uncoerced individuals but encompasses the institutional and structural elements of social life, including the extra-individualistic roadblocks that confront women, minority…
The Parameters of Educational Inquiry
Beyond Elitism and Technicism
Teacher education, according to Beyer, has too seldom been conceived as either contributing to the maintenance of the liberal arts (elitist) tradition or to the de velopment of technical knowledge. If re- conceived as practical philosophy, teacher education could further the humanistic and democratic impulses of liberal education and reshape the cul ture of the contemporary university. Further, by viewing teacher education programs as instances o…
Educational Reform
(1985). Educational Reform: The Political Roots of National Risk. Curriculum Inquiry: Vol. 15, No. 1, pp. 37-56
On Getting Serious about School
Field Experience, Ideology, and the Development of Critical Reflectivity
A paradox currently exists for many programs of teacher preparation because of two apparently oppositional tendencies. First, within programs which prepare future teachers, there is an increasing amount of attention being given to field work of various types, as appropriate training for those about to enter the profession of teaching; second, there has been a growing commitment to provide more than a vocational training experience for prospective…
Ideology, Social Efficiency, and Curriculum Inquiry
(1982). Ideology, Social Efficiency, and Curriculum Inquiry: An Essay Response to Franklin's “The Social Efficiency Movement Reconsidered”. Curriculum Inquiry: Vol. 12, No. 3, pp. 305-316
Ideology, Social Efficiency, and Curriculum Inquiry
Landon E. Beyer, Ideology, Social Efficiency, and Curriculum Inquiry: An Essay Response to Franklin's "The Social Efficiency Movement Reconsidered", Curriculum Inquiry, Vol. 12, No. 3 (Autumn, 1982), pp. 305-316
Teacher Training and Educational Foundations
Aesthetic Theory and the Ideology of Educational Institutions
Within the last decade or two increasing attention has been given to that discipline which has become known as education. 1 It is clear that the acceptance of aesthetic education as a distinct and legitimate educational enterprise is due in no small measure to the views of such writers as Elliot W. Eisner and Harry S. Broudy and the schools of thought and traditions that they represent. They are responsible, together with other influential writer…
Cultural Forms as Therapeutic Encounters
Critical Reviews
Field Experience, Ideology, and the Development of Critical Reflectivity
A paradox currently exists for many programs of teacher preparation because of two apparently oppositional tendencies. First, within programs which prepare future teachers, there is an increasing amount of attention being given to field work of various types, as appropriate training for those about to enter the profession of teaching; second, there has been a growing commitment to provide more than a vocational training experience for prospective…
Teacher Training and Educational Foundations
Schooling, Moral Commitment, and the Preparation of Teachers
Teaching has been conceived of as a decontextualized, apolitical, amoral enterprise in both historical and contemporary contexts of teacher education. For example, normal schools fostered a conception of competence in which moral deliberation was less than central by promoting vocationalism and an instrumental rationality that denigrated educational theory and critical reflection. Recent attempts to rekindle a science of education promote a simil…
Can schools further democratic practices
individualism, arguing instead that and personal happiness develop only within a social setting; it rejects the abstractions inherent in liberalism from Hobbes's (1958) war of against all to Rawls's (1971) original position. Freedom refers not to an abstract relationship among uncoerced individuals but encompasses the institutional and structural elements of social life, including the extra-individualistic roadblocks that confront women, minority…
The Value of Critical Perspectives in Teacher Education
Among the thorniest of issues that teacher educators deal with is the relationship between theory and practice. Moreover, there are a number of theoretical traditions on which we can draw to create new programs in teacher education or critique ongoing programs. This article discusses the range of theories that are available and their characteristics and orientations. Though critical theory has not been widely used in teacher education, it is valu…
The Moral Contours of Teacher Education
In this article, I describe the nature of and necessity for moral reasoning in everyday life and in programs in teacher education, consider ways teacher educators can consider moral issues with their students, and provide examples of how some educators have incorporated such issues in actual and proposed programs. Exchanges over school issues with moral connotations often focus on controversies such as censorship of books, appropriateness of sex …
Educational Reform
(1985). Educational Reform: The Political Roots of National Risk. Curriculum Inquiry: Vol. 15, No. 1, pp. 37-56
Reconceptualizing Teacher Preparation
Beyer analyzes an attempt to put into practice a critically-oriented program of teacher preparation emphasizing the na ture of educational studies as a liberal field of inquiry. The article documents the institutional and ideological con straints on this process and raises ques tions about the ways in which a college culture affects curricular reforms. Fi nally, Beyer provides evidence of the ways in which educational debates are affected by taci…
The Parameters of Educational Inquiry
Beyond Elitism and Technicism
Teacher education, according to Beyer, has too seldom been conceived as either contributing to the maintenance of the liberal arts (elitist) tradition or to the de velopment of technical knowledge. If re- conceived as practical philosophy, teacher education could further the humanistic and democratic impulses of liberal education and reshape the cul ture of the contemporary university. Further, by viewing teacher education programs as instances o…
Ideology, Social Efficiency, and Curriculum Inquiry
(1982). Ideology, Social Efficiency, and Curriculum Inquiry: An Essay Response to Franklin's “The Social Efficiency Movement Reconsidered”. Curriculum Inquiry: Vol. 12, No. 3, pp. 305-316
Cultural Forms as Therapeutic Encounters
Aesthetic Theory and the Ideology of Educational Institutions
Within the last decade or two increasing attention has been given to that discipline which has become known as education. 1 It is clear that the acceptance of aesthetic education as a distinct and legitimate educational enterprise is due in no small measure to the views of such writers as Elliot W. Eisner and Harry S. Broudy and the schools of thought and traditions that they represent. They are responsible, together with other influential writer…
Cultural Forms as Therapeutic Encounters
Critical Reviews
Ideology, Social Efficiency, and Curriculum Inquiry
(1982). Ideology, Social Efficiency, and Curriculum Inquiry: An Essay Response to Franklin's “The Social Efficiency Movement Reconsidered”. Curriculum Inquiry: Vol. 12, No. 3, pp. 305-316
Ideology, Social Efficiency, and Curriculum Inquiry
Landon E. Beyer, Ideology, Social Efficiency, and Curriculum Inquiry: An Essay Response to Franklin's "The Social Efficiency Movement Reconsidered", Curriculum Inquiry, Vol. 12, No. 3 (Autumn, 1982), pp. 305-316
Teacher Training and Educational Foundations
Field Experience, Ideology, and the Development of Critical Reflectivity
A paradox currently exists for many programs of teacher preparation because of two apparently oppositional tendencies. First, within programs which prepare future teachers, there is an increasing amount of attention being given to field work of various types, as appropriate training for those about to enter the profession of teaching; second, there has been a growing commitment to provide more than a vocational training experience for prospective…
Educational Reform
(1985). Educational Reform: The Political Roots of National Risk. Curriculum Inquiry: Vol. 15, No. 1, pp. 37-56
On Getting Serious about School
The Parameters of Educational Inquiry
Beyond Elitism and Technicism
Teacher education, according to Beyer, has too seldom been conceived as either contributing to the maintenance of the liberal arts (elitist) tradition or to the de velopment of technical knowledge. If re- conceived as practical philosophy, teacher education could further the humanistic and democratic impulses of liberal education and reshape the cul ture of the contemporary university. Further, by viewing teacher education programs as instances o…
Can schools further democratic practices
individualism, arguing instead that and personal happiness develop only within a social setting; it rejects the abstractions inherent in liberalism from Hobbes's (1958) war of against all to Rawls's (1971) original position. Freedom refers not to an abstract relationship among uncoerced individuals but encompasses the institutional and structural elements of social life, including the extra-individualistic roadblocks that confront women, minority…
Knowing and Acting
A reconstructed approach to teacher preparation emerges in this work. Beyer argues for the study of education as a liberating academic field of inquiry that is also concerned with practice and suggests that the split between liberal and applied education is not tenable
Reconceptualizing Teacher Preparation
Beyer analyzes an attempt to put into practice a critically-oriented program of teacher preparation emphasizing the na ture of educational studies as a liberal field of inquiry. The article documents the institutional and ideological con straints on this process and raises ques tions about the ways in which a college culture affects curricular reforms. Fi nally, Beyer provides evidence of the ways in which educational debates are affected by taci…
Schooling, Moral Commitment, and the Preparation of Teachers
Teaching has been conceived of as a decontextualized, apolitical, amoral enterprise in both historical and contemporary contexts of teacher education. For example, normal schools fostered a conception of competence in which moral deliberation was less than central by promoting vocationalism and an instrumental rationality that denigrated educational theory and critical reflection. Recent attempts to rekindle a science of education promote a simil…
The American High School Today
The Arts as Personal and Social Communication
1A previous version of this paper was presented at the 1994 JCT Conference on Curriculum Theory and Classroom Practice, The Banff Center for Conferences, Alberta, Canada, in November of 1994. I would like to thank Jo Anne Pagano, Tony Whitson, Kay Johnston, and Mark Amsler for their helpful comments at that presentation
The Relevance of Philosophy of Education
(1997). The Relevance of Philosophy of Education. Curriculum Inquiry: Vol. 27, No. 1, pp. 81-94
The Moral Contours of Teacher Education
In this article, I describe the nature of and necessity for moral reasoning in everyday life and in programs in teacher education, consider ways teacher educators can consider moral issues with their students, and provide examples of how some educators have incorporated such issues in actual and proposed programs. Exchanges over school issues with moral connotations often focus on controversies such as censorship of books, appropriateness of sex …
The Value of Critical Perspectives in Teacher Education
Among the thorniest of issues that teacher educators deal with is the relationship between theory and practice. Moreover, there are a number of theoretical traditions on which we can draw to create new programs in teacher education or critique ongoing programs. This article discusses the range of theories that are available and their characteristics and orientations. Though critical theory has not been widely used in teacher education, it is valu…
Sociology (20 obras) · Pedagogy (15 obras) · Political science (15 obras) · Psychology (12 obras) · Law (11 obras) · Politics (10 obras) · Epistemology (9 obras) · Ideology (8 obras) · Mathematics education (8 obras) · Philosophy (7 obras)