Love Foolosophy: Pedagogy, Parable, Perversion

Autor/in	Dunne, Eamonn
Titel	Love Foolosophy: Pedagogy, Parable, Perversion
Quelle	In: Educational Philosophy and Theory, 45 (2013) 6, S.625-636 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2012.723886
Schlagwörter	Films; Stereotypes; Educational Philosophy; Teaching Methods; Teacher Effectiveness; Instructional Innovation + Suchen Sie Ihr Suchwort? Film; Klischee; Bildungsphilosophie; Erziehungsphilosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Educational Innovation; Bildungsinnovation
Abstract	Popular filmic and literary stereotypes of teachers from Brodie and Chips to Keating and Schneebly have not only reflected a public desire for radically innovative and perverse teaching practices, but also created those paradigms in ways that are not always readily identifiable or traceable. This article seeks to analyse tensions between traditional institutional protocols and contemporary populist opinion on the role of the effective teacher. In doing so, the article takes Peter Weir's "Dead Poets Society" (1989) as a primary example of those tensions and argues for a perverse "foolosophical" view of pedagogical performance and a new appreciation for the necessity of ignorance in the classroom. Since ignorance and understanding are not taken as unambiguous antonyms, the article proposes that effective teaching and learning occur most effectively in the interstices between humility and hospitality. (Contains 9 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10