Dispositions in Education: Nonentities Worth Talking about

Autor/in	Splitter, Laurance J.
Titel	Dispositions in Education: Nonentities Worth Talking about
Quelle	In: Educational Theory, 60 (2010) 2, S.203-230 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/j.1741-5446.2010.00354.x
Schlagwörter	Teacher Education; Personality; Philosophy; Behaviorism; Models; Essays + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Personalität; Philosophie; Behaviourism; Behaviorismus; Analogiemodell; Essay; Aufsatzunterricht
Abstract	The concept of dispositions has commanded considerable attention in both philosophy and education. In this essay, Laurance Splitter draws on philosophy to take a fresh look at dispositions in education, specifically teacher education. Bypassing the pitfalls of both subjectivity and crude behaviorism, he proposes a conceptual framework in which dispositions figure as drivers or triggers of our intentional behavior, one that gives prominence to language in general and to dialogue in particular. Splitter draws on an emerging school of thought that treats classrooms as inquiring communities to argue that students at all levels--including teacher education--should engage in dialogue about what does or does not, and should or should not, move them to behave in certain ways. Finally, Splitter offers a way through the sociopolitical battleground on which the topic of dispositions in teacher education has recently found itself. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10