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In this volume, the culmination of a lifetime's work as an
educator, Marshall Gregory lays out a pedagogical theory and
ethical vision for teaching. He argues that teachers across the
arts and sciences can reach for teaching excellence by relying on
more than good will, good intentions, sincerity, enthusiasm, and
trial and error. They can think, individually and collectively,
about the educable capacities of the students they teach and about
the ultimate aim of their teaching: not to merely impart
information or train their students in a discipline, but to develop
their students' abilities for thought, reflection, questioning, and
engagement to their fullest extent. Drawing on over forty-five
years of teaching and thirty-five years of training teachers to
think about pedagogy, Gregory speaks to any teacher wanting to more
fully ground the what of teaching in the how and why.
Marshall Gregory argues that teachers at the university and high
school levels can achieve teaching excellence by grounding their
teaching in pedagogical theory that takes into account students'
abilities and the ultimate goals of teaching: to develop students'
capacities for thought, reflection, questioning, and engagement to
their fullest extent.
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