Epiphany as a pragmatic response to claims of indoctrination in public schools

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
William Walker Ballard
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引用次数: 0

Abstract

This article argues for the need of a new, pragmatic response to claims of indoctrination in public school classrooms across the United States. While attempts at defining indoctrination and moral arguments for and against certain pedagogical practices may be worthwhile, the article maintains that claims of indoctrination, whether substantive or not, are an impediment to effective teaching, especially for educators who are primarily interested in perspective transformation. Drawing on recent scholarship regarding epiphany and transformative education, an argument is presented that teaching for epiphanic experience may be a pragmatic solution for teachers to adopt to remain effective in the classroom amid ever-increasing political polarization and professional scrutiny. After establishing this point, the article turns to arts education as a possible source for understanding the pedagogical technique that may lead to the creation of a classroom ethos for epiphany.
主显节是对公立学校教化主张的务实回应
这篇文章认为需要一个新的,务实的回应在美国公立学校的课堂灌输的说法。虽然尝试定义灌输和道德论证支持或反对某些教学实践可能是值得的,但文章坚持认为,灌输的主张,无论是否具有实质性,都是有效教学的障碍,特别是对于主要对观点转换感兴趣的教育工作者。根据最近关于顿悟和变革教育的学术研究,本文提出了一种观点,即顿悟经验的教学可能是教师在日益加剧的政治两极分化和专业审查中保持课堂效率的实用解决方案。在确立了这一点之后,文章转向艺术教育,作为理解可能导致创造顿悟课堂风气的教学技术的可能来源。
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来源期刊
Theory and Research in Education
Theory and Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.00
自引率
0.00%
发文量
22
期刊介绍: Theory and Research in Education, formerly known as The School Field, is an international peer reviewed journal that publishes theoretical, empirical and conjectural papers contributing to the development of educational theory, policy and practice.
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