Teaching Beyond the Progressive—Traditional Dichotomy
Sharing Authority and Sharing Vulnerability
Bibliographic Data
| ID | 12009233 |
|---|---|
| Authors | Celia Oyler (Columbia University, corresponding author), Joe Becker (University of Illinois Chicago) |
| Year | 1997 |
| Volume | 27 |
| Issue | 4 |
| Pages | 453-467 |
| Publication date | 1997-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Curriculum Inquiry (JOURNAL) |
| Journal identifiers | ISSN: 0362-6784 • E-ISSN: 1467-873X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03626784.1997.11075502 |
| OpenAlex | W4237642444 |
| Language | EN |
| Citations received | 1 |
| References cited | 5 |
We explore teaching and learning beyond the familiar dichotomy between the authoritarian concept of the hard place of traditional teaching (in which the individual's experiential knowledge is neglected) and the abdication of authority inherent in the soft place of progressive teaching (in which the achieved cultural knowledge of the teacher is regarded as an embarrassment). Our need to theorize this different place, or a different positioning of teacher and authority, arises in part from the difficulties our students and we ourselves have in a classroom that does not answer to either of these conceptually familiar places. The different place is a place of shared authority. Sharing authority exposes our limitations and leads to a shared vulnerability
Abdication · Authoritarianism · Democracy · Embarrassment · Epistemology · Experiential learning · Pedagogy · Political science · Politics · Sociology · Vulnerability (computing · Critical Race Theory in Education · Feminist Epistemology and Gender Studies · Law · Philosophy · Political Philosophy and Ethics · Psychology · Social Psychology
| Citations per year | 0.05 |
|---|---|
| Citation span | 2006 - 2006 (1) |
| Highly cited | No |