Bound to the Mimetic or the Transformative? Considering Other Possibilities
Philip Jackson's “The Mimetic and the Transformative: Alternative Outlooks on Teaching” is widely read both inside and outside of philosophy of education circles and courses, and is best known for sketching out the long-standing difference between the mimetic and transformative traditions in te...
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Veröffentlicht in: | Education and culture (Iowa City, Iowa) Iowa), 2017-01, Vol.33 (1), p.23-40 |
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Format: | Artikel |
Sprache: | eng |
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Zusammenfassung: | Philip Jackson's “The Mimetic and the Transformative: Alternative Outlooks on Teaching” is widely read both inside and outside of philosophy of education circles and courses, and is best known for sketching out the long-standing difference between the mimetic and transformative traditions in teaching. In this paper, I argue that we need to move beyond the mimetic/transformative divide to a new tradition of teaching. I make the case that Jackson's understanding of assessment and adaptive education are unduly limiting, and that this keeps his thinking bound to a dualism that needs to be reconstructed. Once reconstructed, new possibilities for philosophers of education, teacher educators, and teachers are disclosed. |
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ISSN: | 1085-4908 1559-1786 |
DOI: | 10.5703/educationculture.33.1.0023 |