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首页 *新书上架*学校的精神

*新书上架*学校的精神.pdf

*新书上架*学校的精神

九月虺
2009-11-14 0人阅读 举报 0 0 暂无简介

简介:本文档为《*新书上架*学校的精神pdf》,可适用于人文社科领域

TheSpiritoftheSchoolAlsoavailablefromContinuumEducationandCommunity,DianneGerelukIsReligiousEducationPossible,MichaelHandKeyIdeasinEducationalResearch,DavidScottandMarleneMorrisonPhilosophyofEducation,RichardPringSchoolsandReligions,JulianSternTheoryofEducation,DavidTurnerTheSpiritoftheSchoolJULIANSTERNContinuumInternationalPublishingGroupTheTowerBuilding,YorkRoad,LondonSENXMaidenLane,Suite,NewYorkNYwwwcontinuumbookscom©LJSternAllrightsreservedNopartofthispublicationmaybereproducedortransmittedinanyformorbyanymeans,electronicormechanical,includingphotocopying,recording,oranyinformationstorageorretrievalsystem,withoutpriorpermissioninwritingfromthepublishersLJSternhasassertedhisrightundertheCopyright,DesignsandPatentsAct,,tobeidentifiedasAuthorofthisworkBritishLibraryCataloguinginPublicationDataAcataloguerecordforthisbookisavailablefromtheBritishLibraryISBN:(hardcover)LibraryofCongressCataloginginPublicationDataAcatalogrecordforthisbookisavailablefromtheLibraryofCongressTypesetbyKennethBurnley,Wirral,CheshirePrintedandboundinGreatBritainbyAcknowledgementsixPrefacexiiiChapter:Introduction:exploringhumanity,spiritualityandreligionsinschoolTheprojectSpiritualitytoandintodualismAfterdualismSpiritualityovercomingdualismDefiningspiritualityagainPolicyonthespiritualSpirituality,religionandethosResearchinghumanity:community,learning,anddialogueThestructureofthebookChapter:SchoolcommunitiesandthepossibilityoffriendshipIntroductionCommunityFriendshipFriendship,freedomandfearFriendshipandirreplaceabilityFriendshipanddifferenceandinequalityThespiritoftheschoolsClosetomeWorkingtogether:friendsindeedConclusionIntroductionContentsvviChapter:LearningtogetherinthecreativeschoolIntroduction:inclusionandcreativityThemeaningofinclusionThemeaningofcreativityInclusivelearningWeakinclusionStronginclusionInclusionofthecurriculumandofpeopleMakingsense:thespiritofcreativityAgency,originalityandvalueCreativity,disciplineandauthenticityThespiritoftheschoolsInclusioninandoutofgroupsMadeupConclusionChapter:MonologueordialogueSteppingawayfromtheabyssIntroductionDialogueandduellismExistentialvocationalismandabysmaldialogueLessonsindialogueDialoguewithinandbeyondschoolsThespiritoftheschoolsDialoguewithintheschool:silenceandbeingthereDialoguebeyondtheschool:deadhamstersConclusionforpersonsChapter:‘Greatsouled’schoolingandthespiritoftheleaderIntroductionAvoidinglonelinessSolitudeandprivacyforschoolleadersCraftyleadershipFromvirtuositytovirtue:magnanimityandhumilityConclusionContentsChapter:Conclusion:understandingandpromotingthespiritoftheschoolIntroductionThevirtueandvalueofresearchViciousresearch,stealingorignoringsoulsBadpoetryVirtuousresearchThevirtueofsincerityThevirtuesofhumility,modestyandopennesstocriticismThevirtuesofrespect,courageandtrustThevirtuesofkindnessandtruthfulnessValuableresearchHopingforthespiritoftheschoolDefiningthespiritoftheschoolWhatmoreisneededtopromotethespiritoftheschoolAppendix:TheSpiritoftheSchoolmethodologyandtoolkitIntroductionGuidancetoparticipantsTheSalmonLineWhatistypicallysaidFriendship,membershipandthoughtcirclesInterviewquestionsAdditionalinformationforadultparticipantsAdditionalinformationforpupilsInformationaboutyou:staffInformationaboutyou:pupilsConsentformforinstitutionsorganisationsConsentformforindividualadultsConsentformfortheparentscarersofindividualyoungpeopleConsentformforindividualyoungpeopleResearchschedule:questionsandactivitiesBibliographyIndexContentsviiThispageintentionallyleftblankFirstacknowledgementsmustgototheresearchersandresearchedTheteamofpeopleinvolvedinvariouswaysintheresearchreportedhereincludedcoresearcherswithwhomallaspectsoftheprojectwerediscussedandclarified:MarieSternandSarahJames(oftheUniversityofHull),SueHolmes(oftheEastRidingofYorkshireandtheYorkDiocesanBoardofEducation),YuHuen,PangIWahandTimothyYuenWaiWa(fromtheHongKongInstituteofEducation)BrendaWilsonorganisedmostofthevisitstoschools,andKaylashGooljarcompletedmostofthetranscriptions(bothworkingfortheUniversityofHull)Atotalofschoolstaffandpupilsinschoolsconsentedtoandparticipatedintheresearch,intheUKandinHongKong,andIamindebtedtothemallAlthoughtheseparticipantscannot,forreasonsofresearchethics,benamedinthebook(thenamesofpeopleandtheirschoolsarereplacedbypseudonyms),itishopedthattheymayrecognisethemselvesintheresearch–eitherthroughquotationsorthroughtheirinfluenceontheargumentsaspresentedhereParticipatingschoolswillreceiveindividualreportsontheirschools,whichwillbeadditionalthankstopeopleinthoseschoolsManycolleaguesandfriendsfromoutsidethesmallresearchteamdiscussedtheissuesreportedinthebookAttheUniversityofHull,theseincludedMikeBottery(whoinspiredChaptersand),PaulDearey(influentialonChapter),MargaretHolloway(especiallyonbereavement),ChrisBotton(onmusic)andWilfMcSherry(whohassincemovedtoStaffordshireUniversity,onhealth),alongwithothermembersoftheCentreforSpiritualityStudies,andDavidGlenisterandcolleaguesinmentalhealthnursing(onBuberanddialogue)NickOwenandMicheleCrichtonbothcompleteddoctoratesatHull,oncreativityandinclusionrespectively,andtheirworkcontributedsignificantlytoChapterIntheHongKongInstituteofEducation,therewasWongPingHo(oftheCentreforReligiousandSpiritualityEducation,on‘mundane’spirituality),WongPingMan(onpolicy),SamuelLeong(oncreativity),andaIntroductionAcknowledgementsixAcknowledgementsxnumberofothercolleagueswhoparticipatedinpolicyresearchconferencesandcolloquiainHullandHongKongJanetOrchardandTerenceCopleyoftheUniversityofOxforddiscussedtheprojectfromitsearlieststagesMembersoftheEastRidingofYorkshireSACRE(StandingAdvisoryCouncilonReligiousEducation),andtheChristianEducationResearchCommittee,helpedclarifytheresearchParticipantsinseveralacademicconferenceschallengedandencouragedinanumberofwaysTheseconferencesincludedBERA(theBritishEducationalResearchAssociation,London,Edinburgh),EERA(theEuropeanEducationalResearchAssociation,Gothenburg),andISREV(theInternationalSeminaronReligiousEducationandValues,Ankara,withparticularlyhelpfulcommentsfromJeffAstley,SherryBlumberg,MarioD’SouzaandReinholdBoschki)TherehavealsobeendiscussionsaboutvariouselementsofthisresearchinOldSaybrook,Connecticut(),attheJohnMacmurrayFellowship(),inEFTRE(theEuropeanForumforTeachersofReligiousEducation,Helsinki),duringvariousWesthillTrustSeminars(onwards),andatanumberofmeetingsinHull,theEastRidingofYorkshire,andNorthLincolnshireOtherswhohaveinfluencedtheresearchincludeJohnHull(TheQueen’sFoundation,Birmingham),PeterSchreiner(theComeniusInstitut,Münster),ChrisSink(SeattlePacificUniversity),JonathanSmith(AngliaRuskinUniversity),JeremyTaylor(ChichesterDiocesanDirectorofEducation),ChrisHay(UniversityofLincoln,onarchitecture)PamRauchwergerdiscussedandproofreadalmosteverythingDavidHay(UniversityofAberdeen)inspiredthroughhisbooksonrelationalspiritualityItwasthetitleofhisinfluentialbookwithRebeccaNye,TheSpiritoftheChild,thatledtothetitleofthisbook(ieTheSpiritoftheSchool)Unusually,thisisabookgeneratedalmostentirelyfromthecuriositysurroundingthewordsmakingupitstitle,sotheinfluenceofHay’searliertitleisthatmuchmoresignificantAlthoughthebookbeganwhileIworkedfortheUniversityofHull,IrecentlymovedtoYorkStJohnUniversityThestimulationandexcitementgeneratedbystaffandstudentsatbothuniversitieshavedriventhisproject,andwillcontinuetodrivethisprojectinthefutureMarieSternisacoresearcherontheproject,andhashadtolivenotonlywiththeprojectbutalsowiththebook’sauthorforyearsOversixcenturiesago,Chaucercapturedthemildannoyanceoffamilyandfriendsofanauthor,who,cominghomefromwork,‘sittestatanotherbook’untiltheeyesaredimmed(daswed)IthereforeleaveittoChaucer’sHouseofFame(quotedinWebb,p,andatenwikisourceorgwikiTheHouseofFame)todescribebetterthanIcouldwhatMariehashadtoputupwith:Forwhanthylabourdoonalis,Andhastmadthyrekeninges,Instedeofresteandnewethynges,ThougoosthoomtothyhousanoonAndalsodombasanystoon,Thousittestatanotherbook,Tylfullydaswedisthyloke,Andlyvestthusasanheremyte,AlthoughthynabstinenceyslyteJulianSternFacultyofEducationTheologyYorkStJohnUniversitySeptemberAcknowledgementsxiThispageintentionallyleftblankIfyoucan’tsayanythingnice,don’tsayanythingatall(Molly,aged,AftonChurchofEnglandprimaryschool,UK)FoureducationprofessionalssitaroundatableataconferenceWeareaskedtoputwordsoncardsintoadiamondshape,withthemostvaluedwordforthemselves,aseducationists,atthetop,andtheothersarrangedbelowOneofthecardshas‘tradition’onit,andthismakesthethreepeopleargueOnesaysthattraditionshouldbeatornearthetop,astraditionissooftenignoredinschools,withpupilshavingtoolittleconnectiontotraditions,toauthenticart,literatureandsacredtextsAnothersaysthattraditionhasbeensodamaging,withpupilsandtheirfamiliesembattledandentrenched,thatthewordshouldbeattheverybottomofthediamondTwootherswantthewordinthemiddle,usefulbutnotdominant,alreadyaddressedintheirschoolsandnotinadamagingwayAllareconvincingfortheirschools,theircontexts,themselvesWhatisthecorrectanswerTheyhaveallunderstoodthesignificanceoftradition,andallwanttoworkwithitindifferentwaysSchoolsarenotabstractideas,theyexistinrealplacesAllfoureducationprofessionalsmayhavebeenright,fortheircontextsThespiritoftheschoolisalsoparticularandemergesfromtheplaceandthetimeinwhichtheschoolexistsAsthearchitectZumthorsays,WhenIcomeacrossabuildingthathasdevelopedaspecialpresenceinconnectionwiththeplaceitstandsin,IsometimesfeelthatitisimbuedwithaninnertensionthatreferstosomethingoverandabovetheplaceitselfItseemstobepartoftheessenceofitsplace,andatthesametimeitspeaksoftheworldasawholeWhenanarchitecturaldesigndrawssolelyfromtraditionandonlyrepeatsthedictatesofitssite,IsensealackofagenuineconcernwiththeworldandtheemanationsofcontemporarylifeIfaworkofIntroductionPrefacexiiiarchitecturespeaksonlyofcontemporarytrendsandsophisticatedvisionswithouttriggeringvibrationsinitsplace,thisworkisnotanchoredinitssite,andImissthespecificgravityofthegrounditstandson(Zumthor,pp–)Thisbookisanattempttounderstandandpromotethespiritoftheschool,thespiritofparticularschools,anditisaresponseandacelebrationItisaresponsetolongstandingquestionsaboutwhatmakesa‘good’school,agoodparticularschoolinaparticularplaceAresponse,forexample,toparentsandcarersaskingwhatschooltochoosefortheirchildren,andteachersandotherprofessionalsaskinghowtoimprovetheirschoolsTheresponseisnot,Ibelieve,generatedbyleaguetablesofexaminationresults,howwelldressedthepupilsare,andwhethertheschoolbuildingsareivycladorultramodernHowever,itiseasiertodismisssomekindsofresponsethanitistosaysomethinghelpfulItisalwaysuseful,whenfindingoutaboutaschool,tolookaroundtheschool,listencarefullytowhatisbeingsaid,andtalkwithpeopleintheschool,duringanormalschooldayThatisabetterwayofcomingtounderstandtheschoolthanlookingatstatistics,uniforms,ordesignfeatures,butitisaratherunreliableprocess,asitdependsonthepersondoingthelookingandlisteningWhatshouldyoulookforandlistentoThisbooktriestoanswerthatquestionTheanswerispersonalThepoetRumisays,‘Ifanyonewantstoknowwhat“spirit”is,leanyourheadtowardhimorherKeepyourfacetherecloseLikethis’(Rumi,p)Asforthecelebration,findingoutaboutthespiritoftheschoolinvolvedtalkingwithpupils,teachersandheadteachersWhattheysaidisacauseforcelebrationDespiteallthepressures,allthetargets,allthecontrols,whatcameoverwasfamiliartoanyonewhohasworkedwithchildrenSchoolstaffareworkinghardtohelpchildrenlearnandgrow,basedondeeplyfeltprinciplesthathavenotcomeprepackagedfromgovernmentwebsitesChildrencareaboutthepeopletheyarewith,adultsandchildren,andarefascinatedbylearningfromthosepeopleItmightbethoughtthatthereisnothingnewinthatItcertainlyisamessagethatmighthavebeenheardfifty,ahundred,orathousandyearsagoWhatisnewtomeisthatwhilereadingthetranscripts,allIhadpreviouslyreadaboutthecorruptionofyoungpeople,andthedestructionofprofessionalism,seemedlikehopelesspessimismThespiritoftheschoolisaliveandwellBestofall,itisfamiliarThatistobecelebratedSo,whatisthespiritoftheschoolWhatoftheschoolpromotesthespiritoftheschoolWhatdopupilsandteachersandothersdotoPrefacexivcontributetothespiritoftheschoolThisbookconsidersthespiritoftheschool,waysofdiscoveringthespiritoftheschool,andwaysofcomparinghowmuchspiritthereistobefoundindifferentschoolsUnderstandingspiritualityisnotthesameasunderstandingreligion,yetneitherispossiblewithouttheother,sotherewillbeconsiderationofanumberofreligiousissues,tooAlthoughrelated,thespiritoftheschoolisnotthesameastheschool’s‘ethos’Thedifferencebetween‘spirit’and‘ethos’inthiscontextisthatethosreferstothecharacteranddispositionsofmembersofaninstitution,adescriptionthatisessentiallyinternaltotheinstitutionandindicatesthepotentialoftheorganisationSpirit,incontrast,referstotranscendenceSpiritgoesbeyondindividualpeopleorindividualinstitutions,andisanactiveor‘lively’characteristicincorporatingeventsandemotionsEthosisessentiallyinternal,passiveandcontinuingspiritisessentiallytranscendent,activeandchangingThespiritoftheschoolisnoteasytocapture,butmustbeunderstoodifschoolsthemselvesaretobeunderstoodResearchintospiritualityinvolves,Ibelieve,investigatingthreedimensionsofhumanity:community,learning,anddialogueThespiritoftheschoolisgeneratedbyandinturnsupportsandpromotesalloftheseItisunderpinned,thatis,bythemeaningoflifeCommunityisdescribedbyrelationships,includingopportunitiesforfriendshipLearningisacreativeprocess,withschoollearningcentredonbecominghumanThroughdialoguepeoplemakecommunityandlearn:dialogueishowpeoplecometobethemselvesbyrelatingtoothersSchoolsaregenerallyhierarchical,andinsuchschools,thespiritoftheschoolwillalsobeinpartdeterminedbythenatureofthehierarchy,investigatedhereintermsoftheleadershippractisedintheschool,inparticular,moremagnanimousor‘greatsouled’leadershipThisbookisanacademicbookandaprofessionalbookOneofthepeergroupstowhichIamproudtobelongisthatofuniversitybasedacademicsstudyingeducationandthemeaningoflifeManyyearsago,whenIwasastudentstudyingphilosophy,peoplewouldoccasionallyaskmewhatmyphilosophyoflifewasAtthetime,Ithoughtthataverypoorquestion,asIsawphilosophyasanapproach,asetofprocesses,anattempttobeclearNow,withsomeembarrassment,IhavetoadmitthatitisexactlytherightquestiontoaskofphilosophersSothisbookisabookthattriestoplacewhatIbelieveinacontextofacademicresearchers,philosophersandpsychologistsandeducationalists,thosestudyingschoolingandthosestudyingreligionandspiritualityItisaconversationwithlongdeadmembersoftheacademy,includingAristotle,theoriginalacademician,andwiththosewhoarestillverymuchaliveHowever,IamalsoPrefacexvaschoolteacher,andthepeergroupofschoolbasedprofessionalsisasimportantforthisbookasthatofacademicsTeachers,headteachers,andpupilsarevoicedinthisbook,albeitpseudonymously,andtheteachingprofessionisintendedastheaudiencemostneededfortheworkrepresentedhereSupportingandpromotingthespiritoftheschoolistheworkofteachers,andIhopethatwhatfollows,here,willhelpwiththattaskPrefacexviTheegotisticindividualincivilsocietymayinhisnonsensuousimaginationandlifelessabstractioninflatehimselftothesizeofanatom,ie,toanunrelated,selfsufficient,wantless,absolutelyfull,blessedbeing(MarxandEngels,inSelsamandMartel,p)TheprojectThischapterisanintroductiontothebookandtotheSpiritoftheSchoolprojectIttouchesonwhatspiritualityis,whatitcouldmeantopromotespirituality,howspiritualitymightbeinvestigated,and,asaresultofthatinvestigation,howtheideaofspiritualitymightbefurtherclarifiedThesetopicsraiseimportantexistentialquestions,researchquestions,andquestionsaboutpedagogyandeducationpolicyThatiswhythereisbothanacademicandaprofessionalaudienceintendedforthebookItfollowsonfromSchoolsandReligions:ImaginingtheReal(Sterna),abookthatexploredthenatureofschoolingandpromotedtheideaofactionphilosophyThatbookendedwiththeclaimthatactionphilosophyisgoodtoknow:thepoint,however,istochangeHere,thechangeisbuiltintothebook,withchildrenandadultsexplaining,forexample,howtheirschoolcanbecomemoreofacommunity,andprovidingthestimulusforfurtherdevelopingthespiritoftheschoolTheresearchexplorestheoriesoflearningfromthesocialconstructivisttradition,theoriesofcommunityfromthephilosophyofJohnMacmurray,andtheoriesofdialoguefromthephilosophyofMartinBuberThosetheoriessuggestthatschoolsareformsofcommunitylikefamilies,friendshipgroups,andreligiouscommunities,inwhichpeoplearetreatedasendsinthemselvesandnotasmeanstofurtherendsSchoolsareunlikeothersocialgroupsthatare,typically,drivenbyexternalaimsAnapproachtospiritualityi

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  • UC 真遗憾,看不懂英文

    2009-11-27 01:10:42

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