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Full Product Details

Author:   Hugh Sockett (George Mason University, USA)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Dimensions:   Width: 15.20cm , Height: 1.30cm , Length: 22.90cm
Weight:   0.490kg
ISBN:  

9780415899987

ISBN 10:   0415899982
Pages:   250
Publication Date:   10 November 2011
Audience:   College/higher education ,  General/trade ,  Tertiary & Higher Education ,  General
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Preface Introduction I. Knowledge, Morality and Authority in Teaching 1. The Epistemological Presence in Teaching and Learning 2. The Individual as Seeker after Knowledge 3. The Moral and Epistemological Authority of the Teacher II. Virtue and Public Knowledge 4. Truth and Truthfulness 5. Belief and Open-Mindedness 6. Evidence, Impartiality and Judgment III. Virtue and Personal Knowledge 7. Experience and Integrity: The Historical Individual 8. Commitment, Courage and Will: The Belief-Holding Individual 9. Identity and Knowing One’s Self: The Self-Conscious Individual IV. The Virtues of the Teacher 10. The Primacy of Dispositions as Virtues 11. Character, Intellect and Care 12. The Epistemological Presence and the Assessment of Teacher Quality Appendices Procedures and Protocols Further Reading References Index

Reviews

While space precludes detailed rehearsal of the rich and wide-ranging content of this work, the various virtues constitutive of [an 'epistemological presence'] are examined in the context of a philosophically capable review of recent and educationally relevant epistemological work from which this work also seeks to draw out significant implications for teaching and teacher education. -David Carr, Cambridge Journal of Education

While space precludes detailed rehearsal of the rich and wide-ranging content of this work, the various virtues constitutive of [an epistemological presence ] are examined in the context of a philosophically capable review of recent and educationally relevant epistemological work from which this work also seeks to draw out significant implications for teaching and teacher education. David Carr, Cambridge Journal of Education

Author Information

Hugh Sockett is Professor of Education, Department of Public and International Affairs, College of Arts, Humanities, and Social Sciences, George Mason University.

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