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- Author: Yusef Waghid
- Publisher: Lexington Books
- ISBN-10: 1793625468
- ISBN-13: 9781793625465
- Format: 15.2 x 22.9 x 1.3 cm, kieti viršeliai
- Language: English
- SAVE -10% with code: EXTRA
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Description
Who are our teachers? Should we care about who teaches our children? Because who they are, matters. It matters because who teachers are, manifests in how they teach. The authors' analyses of prominent teachers in Anglo-Saxon philosophy of education and Muslim philosophy of education, coupled with their own narratives of what it means to be and become a teacher inform the central theme of this book, namely that teachers do matter. In addition, no attempt at good teaching and learning can manifest without having some idea of who teachers are and who they can become. In the main, becoming an authentic teacher can happen only in the presence of what it means for teachers to be or become transformative, dialectical and imaginative, deconstructive and friendly, expositors of equality and disruption, eloquent and conscientious and spiritual. It is such an understanding, which the authors advance and dare to cultivate in our institutions of primary, secondary and higher learning.
EXTRA 10 % discount with code: EXTRA
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- Author: Yusef Waghid
- Publisher: Lexington Books
- ISBN-10: 1793625468
- ISBN-13: 9781793625465
- Format: 15.2 x 22.9 x 1.3 cm, kieti viršeliai
- Language: English English
Who are our teachers? Should we care about who teaches our children? Because who they are, matters. It matters because who teachers are, manifests in how they teach. The authors' analyses of prominent teachers in Anglo-Saxon philosophy of education and Muslim philosophy of education, coupled with their own narratives of what it means to be and become a teacher inform the central theme of this book, namely that teachers do matter. In addition, no attempt at good teaching and learning can manifest without having some idea of who teachers are and who they can become. In the main, becoming an authentic teacher can happen only in the presence of what it means for teachers to be or become transformative, dialectical and imaginative, deconstructive and friendly, expositors of equality and disruption, eloquent and conscientious and spiritual. It is such an understanding, which the authors advance and dare to cultivate in our institutions of primary, secondary and higher learning.
Reviews