Epiphany as a Pragmatic Response to Claims of Indoctrination in Public Schools

Autor/in	Ballard, William Walker
Titel	Epiphany as a Pragmatic Response to Claims of Indoctrination in Public Schools
Quelle	In: Theory and Research in Education, 21 (2023) 3, S.304-319 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ballard, William Walker)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1477-8785
DOI	10.1177/14778785231206342
Schlagwörter	Public Schools; Ideology; Educational Practices; Teacher Effectiveness; Teaching Methods; Art Education; Ethical Instruction; Politics of Education; Transformative Learning + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Ideologie; Bildungspraxis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Ethics instruction; Teaching of ethics; Ethikunterricht; Educational policy; Bildungspolitik; Pädagogische Transformation
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01