Teaching in the First Person: Understanding Voice and Vocabulary in Learning Relationships

Teaching in the First Person: Understanding Voice and Vocabulary in Learning Relationships

by Elijah Mirochnik

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Overview

Teaching in the First Person: Understanding Voice and Vocabulary in Learning Relationships by Elijah Mirochnik

The sharp contrasts in teachers’ metaphors for their relationships with students set the stage for a critical comparison of traditional, modern, and postmodern educational approaches. In Teaching in the First Person, three university undergraduate teachers’ metaphors for education emerge from their candid descriptions of interactions with their students. The rich vocabulary that the interviewed teachers used to portray their interactions with U.C. Berkeley undergraduate architecture students is woven into a larger examination of how assumptions that teachers hold about knowledge impact their treatment of students. The investigation of theory embedded within teachers’ narratives begins with a cogent historical overview of paradigm shifts within science, poetry, education, and philosophical theories of knowledge. A critique of harmful educational practices supported by the traditional «mind as machine» metaphor for knowledge invites educators to embrace the postmodern «bodily basis for knowing» as a viable alternative that radically redefines the teacher/student relationship.

Product Details

ISBN-13: 9780820441573
Publisher: Peter Lang Inc., International Academic Publishers
Publication date: 04/05/2000
Series: Counterpoints Series: Studies in the Postmodern Theory of Education , #99
Pages: 145
Product dimensions: 6.30(w) x 9.06(h) x (d)

About the Author

The Author: Elijah Mirochnik is Assistant Professor in the Creative Arts in Learning Division at Lesley College in Cambridge, Massachusetts. He received his Ph.D. in architecture from the University of California at Berkeley. His numerous innovative and experimental curriculum designs stem from his research in the areas of interracial classroom collaboration, teacher construction of identity, and student artistic expression of social responsibility.

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