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The teacher is the most important element in nurturing an
energetic, engaging, and inspiring classroom environment were
authentic learning can unfold. Indeed, it is incumbent on the
teacher to understand self, to be prepared, to possess command of
subject matter, to inculcate in an appropriate way, and to exhibit
patience, understanding, empathy, and enthusiasm. To that end,
Teaching with Purpose: An Inquiry into the Who, Why, and How We
Teach underscores what it means to be an insightful teacher,
emphasizing that a central aspect toward transforming education is
through the fostering of purposeful teaching. In accessible
language and attentive to the connection between theory and
practice, the benefits and features of this book are mindful of a
diverse readership.
The teacher is the most important element in nurturing an
energetic, engaging, and inspiring classroom environment were
authentic learning can unfold. Indeed, it is incumbent on the
teacher to understand self, to be prepared, to possess command of
subject matter, to inculcate in an appropriate way, and to exhibit
patience, understanding, empathy, and enthusiasm. To that end,
Teaching with Purpose: An Inquiry into the Who, Why, and How We
Teach underscores what it means to be an insightful teacher,
emphasizing that a central aspect toward transforming education is
through the fostering of purposeful teaching. In accessible
language and attentive to the connection between theory and
practice, the benefits and features of this book are mindful of a
diverse readership.
The unfolding of Paulo Freire's philosophy, uniqueness, and the
lens through which he viewed the world, which ultimately brought
this gentle spirit of a man onto the world stage, began at a young
age in his hometown of Recife, Brazil. Remarkably grounded in the
wisdom of humility, yet gifted with a determined strength, deep
insight, and perceptive intelligence, Freire not only believed in
the human spirit, goodness, and the fostering of a more hopeful
world, but was also profoundly committed to challenging individuals
and political, educational, and religious structures that
perpetuated the status quo. To that same end, this book recounts
the life and thought of a remarkable man who appeared at a critical
point in history, and whose courageous, prophetic voice of
conscience remains extraordinarily relevant.
Since teacher education looked to become a formal field of study in
the 1800s, it has historically contended with competing forces in
the effort to solidify its professional identity. Currently, that
contention is juxtaposed with those external forces that look to
promote fast-track teacher training, with its ultimate goal to
dismantle traditional teacher education programs, and those
internal forces, whereby teacher education within itself continues
to struggle with its own identity, power, and influence. To that
end, this book, A Turning Point in Teacher Education: A Time for
Resistance, Reflection, and Change, suggests we have reached a
climax point, a turning point in teacher education, meaning we must
work to resist and denounce those external forces that are laboring
to undermine the professionalization of what it means to be a
teacher. Simultaneously, we must also deeply reflect and be clear
about those internal forces at work when it comes to solidifying
the place, power, and necessity of traditional teacher education
programs, ultimately announcing the furthering of what should be.
Since teacher education looked to become a formal field of study in
the 1800s, it has historically contended with competing forces in
the effort to solidify its professional identity. Currently, that
contention is juxtaposed with those external forces that look to
promote fast-track teacher training, with its ultimate goal to
dismantle traditional teacher education programs, and those
internal forces, whereby teacher education within itself continues
to struggle with its own identity, power, and influence. To that
end, this book, A Turning Point in Teacher Education: A Time for
Resistance, Reflection, and Change, suggests we have reached a
climax point, a turning point in teacher education, meaning we must
work to resist and denounce those external forces that are laboring
to undermine the professionalization of what it means to be a
teacher. Simultaneously, we must also deeply reflect and be clear
about those internal forces at work when it comes to solidifying
the place, power, and necessity of traditional teacher education
programs, ultimately announcing the furthering of what should be.
For five days a week for approximately nine months out of the year
totaling countless hours, teachers work with other people's most
treasured gifts-their children. That the teacher is the most
important element in fostering an energetic, engaging, and
inspiring classroom environment where authentic learning can unfold
cannot be overstated. Indeed, it is the teacher who understands
self or does not; it is the teacher who is prepared or is not; it
is the teacher who has command of subject matter or does not; it is
the teacher who inculcates in an appropriate way or does not; and,
it is the teacher who is patient, understanding, empathetic, and
enthusiastic or is not. To that end, Teaching With Purpose
underscores what it means to be an insightful teacher,
foundationally emphasizing that the central aspect toward richly
transforming education is through the professionalization of what
it means to be a teacher. Written in accessible language, and
attentive to connecting theory to practice, the benefits and
features of this book are mindful of a diverse readership.
James D. Kirylo gives a personal and reflective account of what it
means to be a Catholic teacher, drawing on the rich history of the
Church and its inclusive nature through ecumenical, interfaith, and
interreligious dialogue, along with the Church's social teachings
and its link to liberation theology and a critical pedagogy in the
light of faith. Recognizing teaching as a sacred vocation, Kirylo
covers how faith should inform the practical matters of teaching
and how these intersect with broader debates outside the classroom,
including the COVID-19 pandemic, gun control, the sanctity of life,
and climate change. The Catholic Teacher: Teaching for Social
Justice with Faith, Hope, and Love, is a book that underscores the
dialectical interweaving of faith and action in the effort to
foster a more just, loving, and right world.
For five days a week for approximately nine months out of the year
totaling countless hours, teachers work with other people's most
treasured gifts-their children. That the teacher is the most
important element in fostering an energetic, engaging, and
inspiring classroom environment where authentic learning can unfold
cannot be overstated. Indeed, it is the teacher who understands
self or does not; it is the teacher who is prepared or is not; it
is the teacher who has command of subject matter or does not; it is
the teacher who inculcates in an appropriate way or does not; and,
it is the teacher who is patient, understanding, empathetic, and
enthusiastic or is not. To that end, Teaching With Purpose
underscores what it means to be an insightful teacher,
foundationally emphasizing that the central aspect toward richly
transforming education is through the professionalization of what
it means to be a teacher. Written in accessible language, and
attentive to connecting theory to practice, the benefits and
features of this book are mindful of a diverse readership.
Since its publication in 1968 Paulo Freire's Pedagogy of the
Oppressed has maintained its relevance well into the 21st century.
This book showcases the multitude of ways in which Freire's most
celebrated work is being reinvented by contemporary, educators,
activists, teachers, and researchers. The chapters cover topics
such as: spirituality, teacher identity and education, critical
race theory, post-truth, academic tenure, prison education, LGBTQ
educators, critical pedagogy, posthumanism and indigenous
education. There are also chapters which explore Freire's work in
relation to W.E.B Du Bois, Myles Horton, Martin Luther King, Jr.,
and Simone de Beauvoir. Written by leading first and
second-generation Freirean scholars, the book includes a foreword
by Ira Shor and an afterword by Antonia Darder.
Since its publication in 1968 Paulo Freire's Pedagogy of the
Oppressed has maintained its relevance well into the 21st century.
This book showcases the multitude of ways in which Freire's most
celebrated work is being reinvented by contemporary, educators,
activists, teachers, and researchers. The chapters cover topics
such as: spirituality, teacher identity and education, critical
race theory, post-truth, academic tenure, prison education, LGBTQ
educators, critical pedagogy, posthumanism and indigenous
education. There are also chapters which explore Freire's work in
relation to W.E.B Du Bois, Myles Horton, Martin Luther King, Jr.,
and Simone de Beauvoir. Written by leading first and
second-generation Freirean scholars, the book includes a foreword
by Ira Shor and an afterword by Antonia Darder.
James D. Kirylo gives a personal and reflective account of what it
means to be a Catholic teacher, drawing on the rich history of the
Church and its inclusive nature through ecumenical, interfaith, and
interreligious dialogue, along with the Church's social teachings
and its link to liberation theology and a critical pedagogy in the
light of faith. Recognizing teaching as a sacred vocation, Kirylo
covers how faith should inform the practical matters of teaching
and how these intersect with broader debates outside the classroom,
including the COVID-19 pandemic, gun control, the sanctity of life,
and climate change. The Catholic Teacher: Teaching for Social
Justice with Faith, Hope, and Love, is a book that underscores the
dialectical interweaving of faith and action in the effort to
foster a more just, loving, and right world.
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