Turning the Soul: Teaching Through Conversation in the High SchoolUniversity of Chicago Press, 21. 4. 1991 - 213 strán (strany) Is our nation's educational system faltering in part because it strives to teach students predetermined "right" answers to questions? In Turning the Soul, Sophie Haroutunian-Gordon offers and alternative to methods advocated by conventional educational practice. By guiding the reader back and forth between two high school classes discussing Shakespeare's Romeo and Juliet, she gracefully introduces the alternative approach to education: interpretive discussion. One class, located in a private, racially integrated urban school, has had many conversations about the meaning of books. The second group, less advantaged students in a largely black urban school, has not. The reader watches as students in each group begin to draw upon experiences in their personal lives to speculate about events in the play. The students assist one another with the interpretation of complex passages, pose queries that help sustain the conversation, and struggle to "get Shakespeare right." Though the teachers suffer moments of intense frustration, they are rewarded by seeing their students learn to engage in meaningful exchange. Because Turning the Soul draws on actual classroom conversations, it presents the range of difficulties that one encounters in interpretive discussion. The book describes the assumptions about learning that the use of such discussion in the classroom presupposes, and it offers a theoretical perspective from which to view the changes in both students and teachers. |
Vyhľadávanie v obsahu knihy
Výsledky 1 - 5 z 42.
Strana 4
... Shakespeare tells us . As a consequence , the teacher lacks certainty about the resolution of the question . Her aim in asking it is to explore students ' thoughts about the an- swer and in so doing draw out their ideas about the ...
... Shakespeare tells us . As a consequence , the teacher lacks certainty about the resolution of the question . Her aim in asking it is to explore students ' thoughts about the an- swer and in so doing draw out their ideas about the ...
Strana 16
... Shakespeare with her . She wanted them to read and learn to enjoy the bard and had chosen the play . While I am not a Shakespeare scholar and had never led discussions of Romeo and Juliet , I have more than twenty years of discussion ...
... Shakespeare with her . She wanted them to read and learn to enjoy the bard and had chosen the play . While I am not a Shakespeare scholar and had never led discussions of Romeo and Juliet , I have more than twenty years of discussion ...
Strana 17
... Shakespeare's tragedy , I followed my Chalmers counterpart's example and asked the stu- dents to tell about a time when they had taken revenge on someone . As readers will see in Conversation 1 , one girl spoke of the day she had called ...
... Shakespeare's tragedy , I followed my Chalmers counterpart's example and asked the stu- dents to tell about a time when they had taken revenge on someone . As readers will see in Conversation 1 , one girl spoke of the day she had called ...
Strana 18
... Shakespeare begins to throw life's experiences into relief ; and students begin to care about getting Shakespeare right . The reader watches as the conversa- tions move the students and teachers toward more effective action and ...
... Shakespeare begins to throw life's experiences into relief ; and students begin to care about getting Shakespeare right . The reader watches as the conversa- tions move the students and teachers toward more effective action and ...
Strana 19
... Shakespeare's play addresses . It quickly becomes clear that no one , not even the teacher , has a monopoly on all the good ideas . Interpretive discussion utilizes the contributions of all , and it thrives on attention to the common ...
... Shakespeare's play addresses . It quickly becomes clear that no one , not even the teacher , has a monopoly on all the good ideas . Interpretive discussion utilizes the contributions of all , and it thrives on attention to the common ...
Obsah
An Introduction to Chalmers and Belden Schools | 23 |
Why Do Teachers Fail to Draw upon Students Experiences in Discussion? | 39 |
What Does a Good Interpretive Discussion Look Like? | 53 |
How Are Students and Teachers Transformed through Discussion? | 71 |
The Phony Issue | 73 |
The Genuine Issue | 85 |
The Group Emerges | 101 |
The Evaluative Discussion | 118 |
Getting It Right | 132 |
How Do Students Learn to Build an Interpretation? | 147 |
Getting It Wrong | 149 |
Getting It Right Again | 164 |
Problems and Possibilities | 177 |
Notes | 191 |
Index | 207 |
Iné vydania - Zobraziť všetky
Turning the Soul: Teaching Through Conversation in the High School Sophie Haroutunian-Gordon Obmedzený náhľad - 1991 |
Časté výrazy a frázy
answer argue Belden classroom Belden students believe Benvolio Brian Capulet Chalmers students Chicago Chicago Public Schools Colette Colette's conversation dents Dewey discus discussion leader draw Edna and Abby Edna's Education example explain explore fact feel fight focus friar Friar Lawrence Gadamer genuine going happened Henry high school hurt ideas interesting interpretive discussion James Janeen Jarvis language game Larry learning look Lord Capulet Marcy marriage marry Romeo Marvin mean Mercutio Michael mother Myrna nasty nurse Paideia participate passage Perhaps personal experience perspective Plato play Prince question reader relations remarks respond Richard Romeo and Juliet Romeo to leave rules scene seems Shakespeare situation Spring suggests Sylvia take revenge talking teacher teaching tell Romeo terpretive textual evidence textual issues thee things thought tion topic Truth and Method trying Tybalt understand Yeah
Populárne pasáže
Strana 12 - learn from experience" is to make a backward and forward connection between what we do to things and what we enjoy or suffer from things in consequence. Under such conditions, doing becomes a trying; an experiment with the world to find out what it is like; the undergoing becomes instruction — discovery of the connection of things.
Strana 2 - A society which makes provision for participation in its good of all its members on equal terms and which secures flexible readjustment of its institutions through interaction of the different forms of associated life is in so far democratic. Such a society must have a type of education which gives individuals a personal interest in social relationships and control, and the habits of mind which secure social changes without introducing disorder.