Beyond the Tower: Concepts and Models for Service-Learning in Philosophy. AAHE's Series on Service-Learning in the Disciplines.

Sonst. Personen	Lisman, C. David (Hrsg.); Harvey, Irene E. (Hrsg.)
Institution	American Association for Higher Education, Washington, DC.
Titel	Beyond the Tower: Concepts and Models for Service-Learning in Philosophy. AAHE's Series on Service-Learning in the Disciplines.
Quelle	(2000), (231 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-56377-016-4
Schlagwörter	Art; College Students; Community Services; Critical Thinking; Democracy; Ethics; Feminism; Higher Education; Intellectual Disciplines; Philosophy; Postmodernism; Poverty; School Community Programs; Service Learning; Social Cognition; Student Participation; Student Volunteers; Teaching Methods; Theory Practice Relationship; Thinking Skills + Suchen Sie Ihr Suchwort? Arts; Kunst; Collegestudent; Gemeindenahe Versorgung; Kritisches Denken; Demokratie; Ethik; Feminismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geisteswissenschaften; Philosophie; Postmoderne; Armut; Service-Learning; Soziale Kognition; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung; Denkfähigkeit
Abstract	This volume is part of a series of 18 monographs service learning and the academic disciplines. This collection focuses on the use of service learning as an approach to teaching and learning in philosophy. After a Foreword by David A. Hoekema and an Introduction by C. David Lisman, chapters in Part 1, "Service-Learning as a Mode of Philosophical Inquiry," focus on the epistemological and philosophical aspects of service-learning as a pedagogy; titles include: "Knowledge, Foundations, and Discourse: Philosophical Support for Service-Learning" (Goodwin Liu); "Feminism, Postmodernism, and Service-Learning" (Irene E. Harvey); "Listening to the Evidence: Service Activity and Understanding Social Phenomena" (Hugh Lacey); "The Use of a Philosopher: Socrates and Myles Horton" (John Wallace); "Praxis-Informed Philosophy" (C. David Lisman); "Fluid Boundaries: Service-Learning and the Experience of Community" (Cathy Ludlum Foos); "Service-Learning, Citizenship, and the Philosophy of Law" (Stephen L. Esquith); and "Deepening Democratic Participation through Deweyan Pragmatism" (Judith M. Green). Chapters in Part 2, "Course Narratives," include: "Service-Learning as a Vehicle for Teaching Philosophy" (Eugene J. Valentine); "Service-Learning in Perspectives on Poverty" (Carolyn H. Magid); "Service-Learning in Ethics: A New Pedagogical Approach to the Old Theory-vs.-Practice Challenge" (Sally J. Scholz); "The Power of Service-Learning in Developing Critical-Thinking Skills" (Mary Esther Schnaubelt); and "Sojourning in the Art World: Service-Learning in Philosophy of Art" (Dan Lloyd). An afterword, "Philosophical Inquiry as Responsible Engagement" (William M. Sullivan), is included. A 40-item annotated bibliography is appended. (All essays contain references.) (SM)
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC