This book provides examples of how K-12 teachers and other
instructors improve their instruction. Their stories illustrate
that they do not follow the tenets of the social science
improvement paradigm, which was proposed by education professors in
the 1950s and has been promoted by policymakers since the 1970s.
Instead, these stories illustrate that teachers improve instruction
by bringing the six virtues of the educated person to their
dealings with students. In other words, their stories illustrate an
aesthetic improvement paradigm.
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