Discourse Communities of Teachers and Therapeutic Philosophy
A Response to Douglas Roberts
Bibliographic Data
| ID | 12009760 |
|---|---|
| Authors | Robert E Orton (University of Minnesota System, corresponding author) |
| Year | 1996 |
| Volume | 26 |
| Issue | 4 |
| Pages | 433-438 |
| Publication date | 1996-12-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Curriculum Inquiry (JOURNAL) |
| Journal identifiers | ISSN: 0362-6784 • E-ISSN: 1467-873X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03626784.1996.11075472 |
| OpenAlex | W2325312407 |
| Language | EN |
| References cited | 3 |
In his article, Epistemic Authority for Teacher Knowledge: The Potential Role of Teacher Communities, Douglas Roberts both clarifies my argument and points to several issues that need further development. I am particularly intrigued by his model of teaching and its connection with contemporary therapeutic philosophy. The gist of my comments below offers an attempt to cope with a feeling of moral irresponsibility if I embrace his abandonment model and a belief that teacher educators have at least as much to learn from teachers as teachers do from
Abandonment (legal · Argument (complex analysis · Epistemology · Feeling · Higher education · Pedagogy · Philosophy of education · Political science · Sociology · Collaborative Teaching and Inclusion · Education and Critical Thinking Development · Educational Philosophies and Pedagogies · Law · Philosophy
| Highly cited | No |
|---|