This book theorizes aesthetic classroom management through a
hermeneutical approach with three fields of literature: history and
philosophical foundations of chivalry, chivalry's promulgation
through the Victorian Age, and parallel issues of identity in
twenty-first century teacher education. The aim of the book is to
examine the relationship between chivalric ethos and education. The
presented case study addresses more specifically the following
question: how can chivalry be re-imagined or theorized in an
educational setting? Few studies address the concept of aesthetics
and hermeneutical context in American classroom management and
classroom life, and Attwood pinpoints and traces the medieval
social concept of chivalry through the centuries and argues it has
manifested itself in classroom social construction in the
twenty-first century.
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