Speaking of Teaching: Lessons from History by Gabriel Moran

By Gabriel Moran

Talking of training: classes from historical past specializes in instructing as a primary act of all humans, viewing the query of training during the lens of 5 well-known thinkers and modern difficulties. Moran argues that educating isn't given the eye that it merits and proposes to situate institution instructing within the context of many kinds of instructing. Tracing the background of the belief of educating from Socrates to Wittgenstein within the first a number of chapters, this e-book additionally examines the intricacies of educating morality and faith, showcasing society's ambivalence approximately educating.

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Speaking of Teaching: Lessons from History

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Friedrich Nietzsche, Twilight of the Idols (New York: Penguin Books, 1990), #10, 11. 3. Plato, Republic, 588–89; Phaedrus, 246–57. 4. : Doubleday, 1971). 5. ” Review of Metaphysics, 46, no. 2 (1992): 288. 6. Werner Jaeger, Paideia: The Ideals of Greek Culture (New York: Oxford University Press, 1971), II, 171. 7. Gregory Vlastos, Socrates, Ironist and Moral Philosopher (Cambridge: Cambridge University Press, 1991), 33. 22 Chapter One 8. Vlastos, Socrates, Ironist and Moral Philosopher, 32. 9. Nehamas, “What Did Socrates Teach,” 295.

This service takes the form of what seems to be low-level administrative positions. Today’s common meaning of “community service,” unfortunately, is court-imposed punishment. Plato would like his guardians-to-be to recognize that their mission in life is to serve the needs of a just community. When Socrates is asked whether the guardians will be happy, his brusque reply is that their happiness is not his concern (519e). His interest is a community in which justice will reign because each individual attends to his or her business.

Who can certify that any teacher is free of selfdeception and can be trusted to deal only in truth, goodness, and the ultimate welfare of the student? Whatever the age or the condition of the student, both teacher and student start with a mixture of truth and falsity, unexamined prejudices and rationally affirmed prejudices. Unlearning and learning is not a single sequence in the learner; it is a continuing process in both teacher and student. The teacher who does not learn from the student is not teaching well.

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