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| maxine greene philosophy of education: Teacher as Stranger Maxine Greene, 1973 |
| maxine greene philosophy of education: Variations on a Blue Guitar Maxine Greene, 2001 For 25 years, Maxine Greene has been the philosopher-in-residence at the innovative Lincoln Center Institute, where her work forms the foundation of the Institute's aesthetic education practice. Each summer she addresses teachers from across the country, representing all grade levels, through LCI's intensive professional development sessions. Variations on a Blue Guitar contains a selection of these never-before-published lectures touching on the topics of aesthetic education, imagination and transformation, educational renewal and reform, excellence, standards, and cultural diversity, powerful ideas for today's educators. |
| maxine greene philosophy of education: Releasing the Imagination Maxine Greene, 2000-02-02 This remarkable set of essays defines the role of imagination in general education, arts education, aesthetics, literature, and the social and multicultural context.... The author argues for schools to be restructured as places where students reach out for meanings and where the previously silenced or unheard may have a voice. She invites readers to develop processes to enhance and cultivate their own visions through the application of imagination and the arts. Releasing the Imagination should be required reading for all educators, particularly those in teacher education, and for general and academic readers. —Choice Maxine Greene, with her customary eloquence, makes an impassioned argument for using the arts as a tool for opening minds and for breaking down the barriers to imagining the realities of worlds other than our own familiar cultures.... There is a strong rhythm to the thoughts, the arguments, and the entire sequence of essays presented here. —American Journal of Education Releasing the Imagination gives us a vivid portrait of the possibilities of human experience and education's role in its realization. It is a welcome corrective to current pressures for educational conformity. —Elliot W. Eisner, professor of education and art, Stanford University Releasing the Imagination challenges all the cant and cliché littering the field of education today. It breaks through the routine, the frozen, the numbing, the unexamined; it shocks the reader into new awareness. —William Ayers, associate professor, College of Education, University of Illinois, Chicago |
| maxine greene philosophy of education: The Dialectic of Freedom Maxine Greene, 1988 Special 2018 Edition From the new Introduction by Michelle Fine, Graduate Center, CUNY : Why now, you may ask, should I return to a book written in 1988? Because, in Maxine's words: 'When freedom is the question, it is always time to begin.' In The Dialectic of Freedom, Maxine Greene argues that freedom must be achieved through continuing resistance to the forces that limit, condition, determine, and—too frequently—oppress. Examining the interrelationship between freedom, possibility, and imagination in American education, Greene taps the fields of philosophy, history, educational theory, and literature in order to discuss the many struggles that have characterized Americans’ quests for freedom in the midst of what is conceived to be a free society. Accounts of the lives of women, immigrants, and minority groups highlight the ways in which Americans have gone in search of openings in their lived situations, learned to look at things as if they could be otherwise, and taken action on what they found. Greene presents a unique overview of American concepts and images of freedom from Jefferson’s time to the present. She examines the ways in which the disenfranchised have historically understood and acted on their freedom—or lack of it—in dealing with perceived and real obstacles to expression and empowerment. Strong emphasis is placed on the focal role of the arts and art experience in releasing human imagination and enabling the young to reach toward their vision of the possible. The author concludes with suggestions for approaches to teaching and learning that can provoke both educators and students to take initiatives, to transcend limits, and to pursue freedom—not in solitude, but in reciprocity with others, not in privacy, but in a public space. “Greene triumphs in her search for a critical aesthetic to inform education.” —Harvard Educational Review “It is a book that deserves to be read by all who teach.” —Journal of Aesthetic Education |
| maxine greene philosophy of education: The Passionate Mind of Maxine Greene William F. Pinar, William Pinar, 1998 This collection of work is an analysis and investigation into Maxine Greene, the most important philosopher of education in the United States today. The book opens and concludes with Greene's own autobiographical statements. |
| maxine greene philosophy of education: A Curriculum of Imagination in an Era of Standardization Robert Lake, 2013-03-01 A Curriculum of Imagination in an Era of Standardization In A Curriculum of Imagination in an Era of Standardization: An Imaginative Dialogue with Maxine Greene and Paulo Freire, a volume in Landscapes of Education [Series Editors: William H. Schubert, University of Illinois at Chicago & Ming Fang He, Georgia Southern University], Robert Lake explores with the reader what is meant by imagination in the work of Maxine Greene and Paulo Freire and their relevance in an era of increasingly standardized and highly scripted practices in the field of education. The author explores how imagination permeates every aspect of life with the intent to develop capacity with the readers to look beyond the taken-for-granted, to question the normal, to develop various ways of knowing, seeing, feeling, and to imagine and act upon possibilities for positive social and educational change. The principal aspect of the work illustrated in this book that distinguishes it from other work is that an “imaginary” dialogue between Maxine Greene and Paulo Freire runs through the book using actual citations from their work. Each chapter starts with such a dialogue interspersed with the works of others and the author’s critical autobiographical reflections. With a brief overview of the socio-cultural evolution of imagination from pre-literate times to the present, the author explores some of the current iterations of imagination including the eugenics movement and “dark” imagination, sensing gaps and creative/critical imagination, metaphors as the language of imagination and empathy as social imagination. Reflecting upon emerging tensions, challenges, and possibilities curriculum workers face in such an era of standardization, the author calls for a curriculum of imagination. After providing a brief overview of the socio-cultural evolution of imagination from pre-literate times to the present, the author looks at some of the current iterations of imagination, including the eugenics movement and “dark” imagination, sensing gaps and creative/critical imagination, metaphors as the language of the imagination, and empathy as social imagination. All of these ideas are then incorporated in a curriculum of imagination that is envisioned through Joseph Schwab’s four commonplaces of curriculum followed by a discussion of emerging tensions, issues and possibilities for praxis and scholarship in present and future inquiry. |
| maxine greene philosophy of education: Maxine Greene and the Pedagogy of Social Imagination Hannah Spector, Robert Lake, Tricia M. Kress, 2019-12-18 Devoted to and inspired by the late Maxine Greene, a champion of education and advocator of the arts, this book recognizes the importance of Greene’s scholarship by revisiting her oeuvre in the context of the intellectual historicity that shaped its formation. As a scholar, Greene dialogued with philosophers, social theorists, writers, musicians, and artists. These conversations reveal the ways in which the arts, just like philosophy and science, allow for the facilitation of wide-awakeness, a term that is central to Greene’s pedagogy. Amidst contemporary trends of neoliberal, one-size-fits-all curriculum reforms in which the arts are typically squeezed out or pushed aside, Greene’s work reminds us that the social imagination is stunted without the arts. Artistic ways of knowing allow for people to see beyond their own worlds and beyond what is into other worlds of what was and what might be some day. This volume demonstrates Maxine Greene’s profound ability to illuminate the importance of the artistic world and the imaginary for development of the self in the world and for encouraging a wide-awakeness reflective of an emerging political awareness and a longing for a democratic world that is not yet. This book was originally published as a Special Issue of The Review of Education, Pedagogy and Cultural Studies. |
| maxine greene philosophy of education: A Light in Dark Times Maxine Greene, William Ayers, Janet L. Miller, 1998 A Light in Dark Times: Maxine Greene and the Unfinished Conversation features a list of extraordinary contributors who have been deeply influenced by Professor Greene's progressive philosophies. While Maxine Greene in the focus for this collection, each chapter is an encounter with her ideas by an educator concerned with his or her own works and projects. In essence, each featured author takes off from Maxine Greene and then moves forward. Just as Maxine Greene herself has, this unique and fascinating collection of essays will influence a wide range of worlds: arts and aesthetics, literature and literacy studies, cultural studies, school change and improvement, the teaching of literacy, teacher education, peace and social justice, women's studies, and civil rights. |
| maxine greene philosophy of education: Education Beyond Education John Baldacchino, 2009 Developing a theme in dialogue with Maxine Greene's philosophy, this book introduces the reader to what animates Greene's passionate work: the self and the imaginary. It illuminates how Greene empowers us all as learners of the possible, by identifying learning with the power of the imagination. Greene's work promises hope beyond the impasse that often occurs when learning is reified by educational systems. Education Beyond Education illustrates how Greene redefines the notion of the imaginary - and with it, that of the imagination - as that which expands the possibilities of learning beyond the boundaries by which education is often narrowly defined and practiced. Tracing Greene's key arguments, Education Beyond Education offers a strikingly original and empowering way to see and re-position education beyond its customary limits. |
| maxine greene philosophy of education: The Passionate Mind of Maxine Greene William F. Pinar, 2005-08-08 Maxine Greene is the most important philosopher of education in the United States today. The author of Teacher as Stranger (1973), Landscapes of Learning (1978), Dialectic of Freedom (1988), and Releasing the Imagination (1995), Greene has influenced tens of thousands of teachers in North America as well as her colleagues in philosophy of education, teacher education, and curriculum studies. While widely cited, Greene has not - until now - been the subject of sustained scholarly analysis and investigation. William F. Pinar has organized a systematic study of Greene's contribution from several points of view: studies of the four books; studies of the intellectual and aesthetic influences upon her theory; and her influence on the various specializations within the broad field of education: the teaching of English, arts education, philosophy of education, curriculum studies, religious education, cognitive theory, and theory of teaching. The book opens and concludes with Maxine Greene's own autobiographical statements. |
| maxine greene philosophy of education: The Role of the Arts in Learning Jay Michael Hanes, Eleanor Weisman, 2018-06-12 Grounded in philosophy from John Dewey and Maxine Greene, this book sheds light on difficulties and practicalities of examining culture and politics within the realm of interdisciplinary education. Providing both theoretical and concrete examples of the importance of a contemporary arts education, this book offers imaginative ways the arts and sciences intersect with democratic learning and civic engagement. Chapters focus on education in relation to diversity, apprenticeship, and civic engagement; neuroscience and cognition; urban aesthetic experience and learning; and science and art intelligence. |
| maxine greene philosophy of education: The Public School and the Private Vision Maxine Greene, 2007 Maxine Greene, one of the leading educational philosophers of the past fifty years, remains an idol to thousands of educators, according to the New York Times. In The Public School and the Private Vision, first published in 1965 but out of print for many years, Greene traces the complex interplay of literature and public education from the 1830s to the 1960s--and now, in a new preface, to the present. With rare eloquence she affirms the values that lie at the root of public education and makes an impassioned call for decency in difficult times, once again a key theme in education circles. A new foreword by Herbert Kohl shows how the work resonates for contemporary teachers, students, and parents. |
| maxine greene philosophy of education: Exploring Art for Perspective Transformation Alexis Kokkos, 2021-05-12 Exploring Art for Perspective Transformation discusses fundamental theories regarding the emancipatory learning potential involved in artworks. It also provides teachers, as well as adult and museum educators a method of exploring artworks with a view to challenge learners’ assumptions. |
| maxine greene philosophy of education: Feeling Power Megan Boler, 2004-11-23 First published in 1999. Megan Boler combines cultural history with ethical and multicultural analyses to explore how emotions have been disciplined, suppressed, or ignored at all levels of education and in educational theory. FEELING POWER charts the philosophies and practices developed over the last century to control social conflicts arising from gender, class, and race. The book traces the development of progressive pedagogies from civil rights and feminist movements to Boler's own recent studies of emotional intelligence and emotional literacy. Drawing on the formulation of emotion as knowledge within feminist, psychobiological, and post structuralist theories, Boler develops a unique theory of emotion missing from contemporary educational discourses. |
| maxine greene philosophy of education: Practice Makes Practice Deborah P. Britzman, 2012-02-16 This revised edition of the classic text explores the complexity of what learning to teach means. While the research on teacher education continues to proliferate, Practice Makes Practice remains the discipline’s indispensable classic text. Drawing upon critical ethnography, this new edition of this best-selling book asks the question, what does learning to teach do and mean to newcomers and to those who surround them? Deborah P. Britzman writes poignantly of the struggle for significance and the contradictory realities of secondary teaching. She offers a theory of difficulty in learning and explores why the blaming of individuals is so prevalent in education. The completely revised introduction presents a refined and further developed theoretical framework and analysis, discussing why we might return to a study of teaching and learning. Also included in this updated edition is an insightful “hidden chapter” that comments on the methodology of the study and some of the dilemmas the author continues to face as her own thinking develops around the issues of representing teaching and learning for those just entering the profession. Deborah P. Britzman is Distinguished Research Professor at York University. She is the author of many books, including The Very Thought of Education: Psychoanalysis and the Impossible Professions; After-Education: Anna Freud, Melanie Klein, and Psychoanalytic Histories of Learning; and Lost Subjects, Contested Objects: Toward a Psychoanalytic Inquiry of Learning, all published by SUNY Press. |
| maxine greene philosophy of education: Pedagogy of Praxis Moacir Gadotti, 1996-01-01 Presents a critical, Neo-Marxist philosophy of education. |
| maxine greene philosophy of education: Anticipating Education Deborah Britzman, 2021-04-12 A 2022 SPE Outstanding Book Award Winner Anticipating Education is an interdisciplinary collection of Britzman’s previously published and unpublished papers that examines the dilemmas created by anticipating education, provoked when teachers, students, and professors encounter the unknown while trying to know emotional situations affecting their waiting, wanting, and wishing for teaching and learning. Anticipation has a particular flavor in scenes of education and not only since schooling presents again the mise-en-scène of childhood; anticipation also signifies the estranged temporality of anxiety, phantasies, and defense that compose and decompose hopes for transforming knowledge, sociality, and subjectivity in group life. This book is composed of Britzman’s well regarded and highly cited conceptual contributions to thinking broadly on topics of intersubjectivity and pedagogy at the university and schools; the reception of difficult knowledge as unresolved social conflicts in pedagogical thought; and the significance of psychoanalysis with pedagogy. Four themes address the anxieties of teaching and learning: phantasies of education; difficult knowledge; transforming subjects; and, psychoanalysis with education. Anticipating Education is required reading for every newly-minted faculty member. The wisdom provided in this volume will prove to be invaluable to your future career. Perfect for courses such as: Foundations of Education | Theories of Teaching and Learning | Special Topics | Advanced Curriculum Theory | Philosophy of Education | Social Thought and Education | Studies of Language, Culture and Teaching | Child and Adolescent Development |
| maxine greene philosophy of education: Teaching for Aesthetic Experience Gene Diaz, Martha McKenna, 2004 The artist/educators in this book invite you to come with them on a journey of discovery into the meaning of teaching for aesthetic experience. With learning as their art, they create educational encounters with passion and feeling, and leave their students with vivid impressions, growth, and change. Each author engages in aesthetic experience from an individual perspective - as poet, dancer, visual artist, or musician - and each of them engages as an educator who brings art into his or her classroom, no matter what the subject. Inspired by the words of philosopher Maxine Greene, the contributors transform the theoretical into the practical, urging students to look to the arts and nature for simple beauty, and awaken their minds to new possibilities of creative learning. |
| maxine greene philosophy of education: Existential Encounters for Teachers Maxine Greene, 1967 The readings have been assembled with the specific intention of providing people in education with opportunities for first-hand encounters with men exploring facets of existence that concern those with responsibilities in the transformed world. The chapters will permit him to confront some of his own uncertainties; they will stir him to evaluate his commitments, and provide an introduction to a philosophic stance which has aroused interest among teacher: the diverse strains of thinking identified as existentialism. The selections are all pre-occupied with 'education' in its inclussive sense: education as it refers to the multiple modes of becoming, of congronting life situations, of engaging with other. of struggling to be. |
| maxine greene philosophy of education: Haunting and the Educational Imagination Barbara Regenspan, 2014-11-27 In a time when it seems like we've run into the limits on what Marx, Dewey, and Freud might hold for liberatory critique, this peculiarly uplifting book seeks to identify some promising thinking and teaching practices, especially for work in our contemporary “corporate university of excellence.” With auto-ethnography as a baseline for reflection on her personal teaching life in this troubling political era, as well as an insistence that all students are future teachers whether they seek formal work in classrooms or not, Barbara Regenspan selects insights descending from her horribly imperfect trinity (Marx, Dewey, and Freud), to revaluate what it means to have “obligations to unknowable others” in our complex and global reality. Drawing on an interdisciplinary cast of contemporary social theorists such as Avery Gordon, Deborah Britzman, Maxine Greene, Bill Readings, and Alain Badiou, this book traces hauntagogical thinking and related classroom practice–hauntagogy–pedagogy aimed to create wide-awakeness through the unearthing of acts of historical and interpersonal hauntings. Balanced between critique and hope, Regenspan offers the field of Educational Studies including teacher education, but also higher education more generally, a way of conceiving of the classroom as a place where contradictions in discourses are mined with and for our students who will be future teachers in the formal or informal sense. Here is a view of what historical materialism might hold for the relationship between democracy and education and what that relationship means for new, wild, conceptions of self, politics, and spirituality. “Barbara Regenspan combines the personal, the political, and the educational in creative ways in this volume. In the process, she provides a number of important insights into the human complexities and necessary commitments involved in struggling toward an education that is worthy of its name.” – Michael W. Apple, John Bascom Professor of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin, Madison and author of Can Education Change Society? “So much of my experience as an American teacher fell into place while reading this book. Regenspan never veers far from the pragmatic and personal realities of being an American educator right now, grappling with indifference, short-sightedness and disillusionment of the system. Her deft, and often profound intellectual work is peppered with anecdotes, both personal and pedagogical, and these accounts of teaching and learning on the ground level make her case fierce and fresh. Haunting and the Educational Imagination is politically humane and intellectually electrifying.” – Tony Hoagland, Professor of Creative Writing at the University of Houston, National Book Award Finalist, teacher of high school English teachers, and author of Unincorporated Persons in the Late Honda Dynasty. Cover design by Madison Kuhn |
| maxine greene philosophy of education: In Search of Music Education Estelle Ruth Jorgensen, 1997 What is music education, and what ought it to be? By challenging narrow and inadequate conceptions of the field, Estelle Jorgensen raises the possibility of alternative views that can dignify the teacher's task, enrich and enliven the profession, and validate an exciting range of additional ways in which music education can be undertaken in the contemporary world. One of the most respected leaders in music education, Jorgensen emphasizes world music and ethnomusicology as equal partners alongside the more conventional sounds and styles that have dominated the classroom. Exemplifying sound scholarship, thorough research, and compelling argument, In Search of Music Education will be especially welcome wherever teachers strive to deal with requirements for responsible music education. |
| maxine greene philosophy of education: Ethical Visions of Education David T. Hansen, 2019-09-06 Putting good ideas into practice is one of the greatest challenges facing any educator. Eminent thinkers—John Dewey, Jane Addams, and others—dedicated their lives to producing ways of thinking about education and human welfare that have influenced many persons’ lives. At the same time, these renowned thinkers were also trying to solve problems that every classroom teacher faces, namely, how to help children grow and learn as global citizens in a complex world. This pathbreaking book edited by David T. Hansen provides readers with a collection of insights drawn from a diverse array of thinkers that proves there is nothing quite as practical as a good educational philosophy. It will challenge readers to articulate their own working vision of how to integrate the “big ideas” about education into daily practice. “Fascinating and readable accounts of great educational philosophies from all over the world. It is a major contribution to both philosophy of education and global education.” —Nel Noddings, Lee L. Jacks Professor of Child Education Emerita, Stanford University “Provides a moral counterweight to the forces of standardization, commercialization, and politicization that increasingly threaten our schools. This book should be read, and read again, by everyone who takes education seriously.” —Larry Hickman, Director of The Center for Dewey Studies, Southern Illinois University at Carbondale “A dynamic, moving exploration of educational philosophy. This is the kind of book, a kind of approach to philosophy, that the field of education in general and the field of philosophy of education in particular needs. The book truly sparkles.” —Dale T. Snauwaert, Director, Center for Nonviolence and Democratic Education, Judith Herb College of Education, University of Toledo “An inspiring intellectual companion for concerned educators who are committed to transforming powerful educational ideas into socially responsive pedagogical actions.” —Huey-li Li, Professor of Education, Department Educational Foundations and Leadership, University of Akron |
| maxine greene philosophy of education: Stories of the Eight-Year Study Craig Kridel, Robert V. Bullough Jr., 2012-02-01 Winner of the 2008 AERA Division B Outstanding Book Award Presenting the first complete history of the Progressive Education Association's Eight-Year Study, which took place during the 1930s and the 1940s, this book corrects common misinterpretations of one of the most important educational experiments of the twentieth century and explores the study's value for reexamining secondary education in America today. |
| maxine greene philosophy of education: An Existentialist Curriculum of Action Shaireen Rasheed, 2007 This book contextualizes Maxine Greene's educational pedagogy within an existentialist tradition. By drawing on the works of Jean-Paul Sartre, Paulo Freire, and Merleau-Ponty, Professor Rasheed analyzes how Greene's work represents an advance in existentialist discourse via her interpretation of concepts, such as choice, freedom, and possibility within an educational setting. |
| maxine greene philosophy of education: Critical Conversations in Philosophy of Education Wendy Kohli, 2013-09-13 Critical Conversations in Philosophy of Education presents a series of conversations expressing many of the multiple voices that currently constitute the field of philosophy of education. Philosophy of education as a discipline has undergone several turns--the once marginal perspectives of the various feminisms, critical Marxism, and poststructuralist, postmodernist and cultural theory have gained ground alongside those of Anglo-analytic and pragmatic thought. Just as Western philosophers in general are coming to terms with the end of philosophy pronouncement implicit in postmodernism, so too are philosophers of education faced with similar challenges--challenges to long-held moral, political, aesthetic and epistemological commitments. The contributors take up these challenges through a dialogical structure, expressing differing positions without engaging in destructive critique. |
| maxine greene philosophy of education: The Blackwell Guide to the Philosophy of Education Nigel Blake, Paul Smeyers, Richard D. Smith, Paul Standish, 2008-04-15 In this important survey, an international group of leading philosophers chart the development of philosophy of education in the twentieth century and point to signficant questions for its future. Presents a definitive introduction to the core areas of philosophy of education. Contains 20 newly-commissioned articles, all of which are written by internationally distinguished scholars. Each chapter reviews a problem, examines the current state of the discipline with respect to the topic, and discusses possible futures of the field. Provides a solid foundation for further study. |
| maxine greene philosophy of education: Philosophy of Education William Hare, John P. Portelli, 2013-11-04 Revised and updated with 25 new essays, the fourth edition of this bestselling collection brings together more than 30 leaders in the field of educational theory. An engaging exploration of the ideas and trends shaping education in today's classrooms, Philosophy of Education includes topics on high-stakes testing, consumerism in education, and social justice issues in the classroom. How can we teach students moral values while avoiding indoctrination? How should a teacher deal with controversial issues in the classroom? What role should standards play in education, and who develops those standards? And why is the link between theory and practice in the classroom important in the first place? Philosophy of Education provides students, teachers, and administrators with a lively and accessible introduction to the central debates and issues in education today. |
| maxine greene philosophy of education: Education at the Crossroads Jacques Maritain, 1943-01-01 The author, a modern Catholic writer-philosopher, sets forth his views on Christian education. |
| maxine greene philosophy of education: Art as an Agent for Social Change Hala Mreiwed, Mindy R. Carter, Claudia Mitchell, 2020-10-12 The chapters in Art as an Agent for Social Change, presented as snapshots, focus on exploring the power of drama, dance, visual arts, media, music, poetry and film as educative, artistic, imaginative, embodied and relational art forms that are agents of personal and societal change. A range of methods and ontological views are used by the authors in this unique contribution to scholarship, illustrating the comprehensive methodologies and theories that ground arts-based research in Canada, the US, Norway, India, Hong Kong and South Africa. Weaving together a series of chapters (snapshots) under the themes of community building, collaboration and teaching and pedagogy, this book offers examples of how Art as an Agent for Social Change is of particular relevance for many different and often overlapping groups including community artists, K-university instructors, teachers, students, and arts-based educational researchers interested in using the arts to explore social justice in educative ways. This book provokes us to think critically and creatively about what really matters! |
| maxine greene philosophy of education: Antiracist Education Julie Kailin, 2002 This book combines theory, practice, and ethnography in an exploration of how teachers can fully implement diversity and antiracism as a foundation of their teaching approach. Kailin presents her curriculum, which has been influenced by many years of active involvement with parents and teachers in schools, along with ethnographic reports of the processes of change that teachers experience as they fully explore the realities of race relations, its history, and the lived experiences of others. Visit our website for sample chapters! |
| maxine greene philosophy of education: Social Studies for Secondary Schools Alan J. Singer, 2014-10-08 Now in its 4th edition, this popular text for secondary social studies methods courses integrates discussions of educational goals and the nature of history and social studies with ideas for organizing social studies curricula, units, lessons, projects, and activities. A major theme throughout is that what teachers choose to teach and the way they teach reflect their broader understanding of society, history, and the purpose of social studies education. Advocating an inquiry and activity-based view of social studies teaching that respects the points of view of students and teachers, and based in practice and experience, it offers systematic support and open, honest advice for new teachers. Each chapter addresses a broad question about social studies education; sub-chapters begin with narrower questions that direct attention to specific educational issues. Lesson ideas and materials in the book and online are especially designed to help new teachers to address common core learning standards, to work in inclusive settings, and to promote literacy and the use of technology in social studies classrooms. Chapters include highlighted Learning Activities, Teaching Activities, nd Classroom Activities designed to provoke discussion and illustrate different approaches to teaching social studies, and conclude with recommendations for further reading and links to on-line essays about related social studies topics. Activities are followed by four categories: Think it over, Add your voice to the discussion, Try it yourself, and It’s your classroom. All of these are supported with online teaching material. Designed for undergraduate and graduate pre-service social studies methods courses, this text is also useful for in-service training programs, as a reference for new social studies teachers, and as a resource for experienced social studies educators who are engaged in rethinking their teaching practice. New in the Fourth Edition Provides a number of new lesson ideas paired with online lesson plans and activity sheets in every chapter Takes a new focus on data-driven, standards-based instruction, especially in relation to the common core curriculum Addresses the interactive nature of learning in updated technology sections Reflects current trends in history education Includes more of what the author has learned from working teachers Offers a wealth of additional on-line material linked to the text |
| maxine greene philosophy of education: Classic and Contemporary Readings in the Philosophy of Education Steven M. Cahn, 2012-04-19 Now even more affordably priced in its second edition, Classic and Contemporary Readings in the Philosophy of Education is ideal for undergraduate and graduate philosophy of education courses. Editor Steven M. Cahn, a highly respected contributor to the field, brings together writings by leading figures in the history of philosophy and notable contemporary thinkers. The first section of the book provides material from nine classic writers, while the second section presents twenty-one recent selections that reflect diverse approaches, including pragmatism, analytic philosophy, feminism, and multiculturalism. The second edition features expanded selections by Locke, Rousseau, Kant, and Dewey, along with eight new readings. |
| maxine greene philosophy of education: Follow the Rabbit-Proof Fence Doris Pilkington, 2013-05-01 This extraordinary story of courage and faith is based on the actual experiences of three girls who fled from the repressive life of Moore River Native Settlement, following along the rabbit-proof fence back to their homelands. Assimilationist policy dictated that these girls be taken from their kin and their homes in order to be made white. Settlement life was unbearable with its chains and padlocks, barred windows, hard cold beds, and horrible food. Solitary confinement was doled out as regular punishment. The girls were not even allowed to speak their language. Of all the journeys made since white people set foot on Australian soil, the journey made by these girls born of Aboriginal mothers and white fathers speaks something to everyone. |
| maxine greene philosophy of education: Progressive Museum Practice George E Hein, 2016-06-16 George E. Hein explores the impact on current museum theory and practice of early 20th-century educational reformer John Dewey’s philosophy, covering philosophies that shaped today’s best practices. |
| maxine greene philosophy of education: International Handbook of Philosophy of Education Paul Smeyers, 2018-06-09 This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg |
| maxine greene philosophy of education: Reading Paulo Freire Moacir Gadotti, 1994-01-01 This book was written as Paulo Freire himself would have done it, using a method of learning through victories and defeats in the same way one learns in life. The author follows a chronological line in which life and work are naturally mixed. In many cases, he lets Paulo Freire's work speak for itself. |
| maxine greene philosophy of education: Fifty Modern Thinkers on Education Joy Palmer, David Edward Cooper, Liora Bresler, 2001 Looks at fifty of the twentieth century's most significant contributors to the debate on education. Each essay gives key biographical information, an outline of the individual's principal achievements and activities, an assessment of his or her impact and influence and a list of their major writings and suggested further reading. |
| maxine greene philosophy of education: Inquiry-Based Learning Through the Creative Arts for Teachers and Teacher Educators Amanda Nicole Gulla, Molly Hamilton Sherman, 2020-12-19 This book is a theoretical and practical guide to implementing an inquiry-based approach to teaching which centers creative responses to works of art in curriculum. Guided by Maxine Greene’s philosophy of Aesthetic Education, the authors discuss the social justice implications of marginalized students having access to the arts and opportunities to find their voices through creative expression. They aim to demystify the process of inquiry-based learning through the arts for teachers and teacher educators by offering examples of lessons taught in high school classrooms and graduate level teaching methods courses. Examples of student writing and art work show how creative interactions with the arts can help learners of all ages deepen their skills as readers, writers, and thinkers. |
| maxine greene philosophy of education: Widening the Circle Mara Sapon-Shevin, 2007-03-15 Widening the Circle is a passionate, even radical argument for creating school and classroom environments where all kids, including children labeled as “disabled” and “special needs,” are welcome on equal terms. In opposition to traditional models of special education, where teachers decide when a child is deemed “ready to compete” in “mainstream” classes, Mara Sapon-Shevin articulates a vision of full inclusion as a practical and moral goal. Inclusion, she argues, begins not with the assumption that students have to earn their way into the classroom with their behavior or skills, it begins with the right of every child to be in the mainstream of education, perhaps with modifications, adaptations, and support. Full inclusion requires teachers to think about all aspects of their classrooms—pedagogy, curriculum, and classroom climate. Crucially, Sapon-Shevin takes on arguments against full inclusion in a section of straight-talking answers to common questions. She agrees with critics that the rhetoric of inclusion has been used to justify eliminating services and “dumping” students with significant educational needs unceremoniously back into the mainstream with little or no support. If full inclusion is properly implemented, however, she argues, it not only clearly benefits those traditionally excluded but enhances the educations and lives of those considered mainstream in myriad ways. Through powerful storytelling and argument, Sapon-Shevin lays out the moral and educational case for not separating kids on the basis of difference. |
| maxine greene philosophy of education: Listening to and Learning from Students Brian D. Schultz, 2011-01-01 This book embraces the idea of listening to and learning from students. Although many educational theorists have long argued that incorporating children’s perspectives about teaching and curriculum has the potential for increasing students’ interest and participation in learning, their radical perspectives are still ignored or dismissed in theory and practice. Through featured essays, historical excerpts, and provocative poetry, this collection provides research literature and inquiry ideas that ought to be part of educational debates, policy discussions, and decision makings. Articulated through thoughtful prose and discerning analysis, youth, teachers, and scholars featured in this collection illuminate the power and promise of not only listening to and learning from students, but also acting upon the insights of students. This book calls for the 21st century educational workers--teachers, educators, parents, community workers, administrators, and policy makers--to perceive students as massive reservoirs of knowledge that invigorate possibilities for teaching, learning, and curriculum in the contested educational landscape. |
Maxine Greene: Teaching Philosophy in Aesthetic Environments
Maxine Greene (1917–2014) is among those women who remained underrepre-sented in the history of the philosophy of education, mainly as a result of male biases. Her pragmatist and …
Imagination and the Healing Arts by Maxine Greene
I 'do' philosophy of education, and what we call aesthetic education in contexts of metropolitanism and the marvelous diversity that characterizes it.
Aesthetic Movements of a Social Imagination: Refusing Stasis and …
Maxine Greene centered the arts as important sites for cultivating a more relational and ethical means of educating students. Advocating for an aesthetic pedagogy, Greene con-ceived of …
Curriculum and Consciousness - Maxine Greene
by Maxine Greene — 1971 Curriculum, from the learner's standpoint, ordinarily represents little more than an arrangement of subjects, a structure of socially prescribed knowledge, or a …
Maxine Greene: an Approach to Aesthetic Education and a Vision …
In this article we will introduce the reader to Dr. Maxine Greene and her philosophy of Aesthetic Education developed during her many years of teaching at Columbia University’s Teachers …
Toward a Pedagogy of Thought and a Pedagogy of Imagination …
Toward a Pedagogy of Thought and a Pedagogy of Imagination by Maxine Greene © 2007 MAXINE GREENE. ALL RIGHTS RESERVED. - 1 - Pondering pedagogy, I think of becoming- …
Maxine Greene Philosophy Of Education (2024) - netsec.csuci.edu
1. Introduction to Maxine Greene's Philosophy of Education Maxine Greene, a prominent American philosopher, developed a unique educational philosophy that transcends …
Maxine Greene on Progressive Education: Toward a Public …
In this essay, I will base the majority of my remarks on Maxine Greene, liberalism, Progressive Educa-tion, and Greene’s unpublished essay and her correspondence to me while it was in …
In Search of a Critical Pedagogy - Middlebury College
Maxine Greene discusses the primacy of developing a critical pedagogy appropriate for edu cation in this country.
Passion of Pluralism By Maxine Greene - Fordham University
Maxine Greene Background Information Has made a career out of lecturing and writing about her philosophy of education and calls herself a philosopher, inquirer and an artist. She is past …
The Existential Concept of Freedom for Maxine Greene: The …
In this essay, I will examine how Greene develops Sartre’s concept of freedom by contextualizing it within an intersubjective realm. In emphasizing her develop-ment of Sartre’s concept of …
Maxine Greene’s Concept of the Social Imagination - Springer
Maxine Greene (1917–2014) was a philosopher of education who grounded her work in existential phenomenology, pragmatism, critical theory, and aesthetics. A prolific writer, public …
The Dialectical Imagination of Maxine Greene: Social Imagination …
It is with this understanding of Greene’s approach to philosophy of education that I share my reflections on her concept of the social imagination, including its con- nection to Dewey’s work …
Maxine Greene: an Approach to Aesthetic Education and a Vision …
In this article we will introduce the reader to Dr. Maxine Greene and her philosophy of Aesthetic Education developed during her many years of teaching at Columbia University’s Teachers...
Journal of Educational Controversy - Western Washington University
As a philosopher and educator, Greene’s primary research concerns are philosophies of education and social thought, aesthetics and the teaching of the arts, literature as art, and …
Maxine Greene Philosophy Of Education (2024)
philosophy of education teacher education and curriculum studies While widely cited Greene has not until now been the subject of sustained scholarly analysis and investigation William F Pinar …
two functionS of thE imagination in grEEnE’S aESthEtic Educational …
Greene provides a connection between image and identity from the very out-set of Releasing the Imagination, whereby she connects the role of imagination with Charles Taylor’s idea of a …
Maxine Greene Philosophy Of Education (Download Only)
Published by a renowned author, this captivating work takes readers on a transformative journey, unraveling the secrets and potential behind every word. In this review, we will explore the book …
A pedagogy of compassionate rationality and its consequences for ...
For Maxine Greene (1995) it is important that teachers release the imagination that is inside of their students in the educative process. She places great value on aesthetic ... Journal of …
'Curriculum as a Consciousness of Possibilities' - JSTOR
Greene, as she initially articulates in "Curriculum and Consciousness," and as she further explains in many subsequent publications, is speaking of consciousness not simply as an inner state or …
Original Paper Art and Aesthetic Education - ResearchGate
Maxine Greene’s notion of wide-awakeness as a social and ethical consciousness encompasses the aesthetic pedagogy that is social imagination. In her book, Releasing the Imagination (1995), Greene
Aesthetics and Art from Maxine Greene's View and its Educational ...
the Importance of Imagination. From Greene's viewpoints what makes aesthetics grow is art. In general, all the effort of Greene is that inform professionals of education from the increasingly neglected public education of art and aesthetics. Key. words: Maxine Greene, Aesthetic education, Aesthetic Literacy, Art, Imagination,
Maxine Greene on Progressive Education: Toward a Public Philosophy …
I have been reading and teaching Maxine Greene’s work for many years. I began teaching philosophy and education classes forty years ago as a doctoral student and have used a Maxine Greene text in every one. I’ve used The Public School and the Pri - vate Vision (1965), Teacher as Stranger (1973), Landscapes of Learning (1978), Dialec-
Retrieving the Language of Compassion: The Education ... - Maxine Greene
Compassion: The Education Professor in Search of Community MAXINE GREENE Teachers College, Columbia University There are moments when many of us sense an odd distance between the ethos of teacher education and the lived lives of the publics to whom we hope the schools can respond. There are moments when I feel a similar gap be- ...
Curriculum and Consciousness - Maxine Greene
by Maxine Greene — 1971 Curriculum, from the learner's standpoint, ordinarily represents little more than an arrangement of subjects, a structure of socially prescribed knowledge, or a complex ... known as analytic or language philosophy from existentialism and phenomenology. The
Releasing the Social Imagination: Art, the Aesthetic Experience, …
This paper is grounded in Maxine Greene’s (1995, 2001) philosophy of art and aesthetic education. Greene’s philosophy provides a perspective to consider art not as a private space but as a public domain for social transformation. Greene’s philosophy about aesthetic education originates from this idea of “how to
Maxine Greene Philosophy Of Education (Download Only)
Maxine Greene Philosophy Of Education: Teacher as Stranger Maxine Greene,1973 Variations on a Blue Guitar Maxine Greene,2001 For 25 years Maxine Greene has been the philosopher in residence at the innovative Lincoln Center Institute where her work forms the foundation of the Institute s aesthetic education practice Each summer she addresses ...
Philosophy of Education: Overcoming the Theory-Practice Divide1
Philosophy of education informs and is informed by, philosophies of mind, philosophies of the respective disciplines, epistemic, linguistic, moral, and political theories as well as phenomenology. ... “Social Issues”, pp. 1-158. I make a qualified reference to Maxine Greene because although she has edited a book of philosophical readings ...
Integrating Experience through the Work of William Newell and Maxine Greene
At this same time, Maxine Greene, who was then Professor of Philosophy of Education at Columbia Teachers College and soon to become “Philoso-pher in Residence” at Lincoln Center Institute, was feeling similar unease with the set “truths” that seemed to confront learners in school. She was
Releasing the Imagination
MAxINE GREENE is a professor ofphilosophyand education and the William F. Russell Professor in the Foundations ofEducation (emerita) atTeachers College, Columbia University, where she continues to teach courses in educational philosophy, social the ory, andaesthetics. She earnedherB.A. degree (1938) atBarnard College.
The Passions of Pluralism - JSTOR
MAXINE GREENE is Professor of Philosophy and Education (emer-ita) at Teachers College, Columbia University, New York, NY 10027. Still teaching, she now specializes in interdisciplinary stud-ies within the humanities and educational history. She is a past president of AERA. JANUARY-FEBRUARY 1993 13
The Passions of Pluralism: Multiculturalism and the Expanding Community ...
MAXINE GREENE is Professor of Philosophy and Education (emer- ita) at Teachers College, Columbia University, New York, NY 10027. Still teaching, she now specializes in interdisciplinary stud- ies within the humanities and educational history. She is a past president of AERA. JANUARY-FEBRUARY 1993 13
Maxine Greene Philosophy Of Education
Maxine Greene Philosophy Of Education John Baldacchino Stories of the Eight-Year Study Craig Kridel,Robert V. Bullough Jr.,2012-02-01 An in-depth analysis of one of the most important educational experiments of the twentieth century. Feeling Power Megan Boler,2004-11-23 First published in 1999. Megan Boler combines cultural history with ethical and
A Response to a New Book about Maxine Greeneâ s Philosophy
Maxine Greene’s work comes to vibrant life in a new book written by John Baldacchino. The book is entitled Education Beyond Education: Self and the Imaginary in Maxine Greene’s Philosophy (Lang, 2008). Baldacchino is a professor of Art Education at Teachers College, Columbia University. He is
Creating Local 'Public Spaces' in Schools: Insights ... - Education …
Hannah Arendt and Maxine Greene present similar visions of human freedom and possibility that hold great potential for the creation of more emancipatory school communities. This article argues that there are lacunae in the perspectives of both, however. By bringing Arendt and Greene together, I hope to exploit a synergy
PERFORMING SHAKESPEARE: FUN AND GAMES OR PURPOSEFUL - Maxine Greene
17 Nov 2011 · Using the theories of Bernard Beckerman and Maxine Greene as an interrogation of performance activities, this case study of a public high school investigated whether the performance of Shakespeare in the classroom is a superficial indulgence or a purposeful, emancipatory, and empowering activity. The participants included theatre artists,
Reconceptualizing Philosophy of Education - Simon Fraser …
The idea was that philosophy of education was something that teachers and students in colleges of education should learn to do for themselves - that teachers should become their own philosophers of education, exercising the skills and dispositions of philosophically informed and sensitive reflective prac ... Maxine Greene makes much of this ...
RESPONSE AND REJOINDER - Maxine Greene
MAXINE GREENE Teachers College, Columbia University ... Egan and I do, that the education of children should indeed be directed to their imagination. ... 13 Gareth B. Matthews, Philosophy & the Young Child (Cambridge: Harvard Uni- versity Press, 1980) 14 Ibid., p. 48. 15 Mary Warnock, Imagination (Berkeley: University of California Press, 1978 ...
Aesthetic Inquiry in Visual Arts Education of 6th Graders Within …
perspective in education. By adopting Maxine Greene’s perspective, affective learning comes to the fore along with cognitive learning, and accentuates multiple realities through the imagination through the research experiences of the artist, in the process of aesthetic inquiry. In this context, a research was carried out within the scope of ...
Defying Determinism
MAXINE GREENE Maxine Greene's book, Teacher as Stranger: Educational Philosophy in the Modern Age, will be published by Wadsworth Publishing Co. later this year. ... education, or art—and tries to arouse them to make choices, he or she is dissenting from this attitude. I am dissenting from it by writing an article about "defying
Philosophy of Education: Overcoming the Theory-Practice Divide1
Philosophy of education informs and is informed by, philosophies of mind, philosophies of the respective disciplines, epistemic, linguistic, moral, and political theories as well as phenomenology. ... “Social Issues”, pp. 1-158. I make a qualified reference to Maxine Greene because although she has edited a book of philosophical readings ...
'Curriculum as a Consciousness of Possibilities' - JSTOR
lar, and the education field, in general, continue to provide both inspired and inspiring ways of addressing such dilemmas. INITIAL ENCOUNTERS I initially studied Maxine Greene's writing as integral to that period in U. S. curriculum studies known as the Reconceptualization, in which I partici-pated first as graduate student and then later as ...
ISSUES IN FOCUS - Maxine Greene
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Journal of Educational Controversy - CORE
Democratic Education Article 14 2010 Maxine Greene: Influences on the Life and Work of a Dynamic Educator Karen L. Goldman Knox County Schools, Knoxville, Tennessee ... When she was hired as a professor for philosophy of education at Columbia University, Greene found herself in an intellectual minority: She was an ...
PHILOSOPHY OF EDUCATION AND ITS SIGNIFICANCE …
Philosophy of Education and Its Significance Supriyanto Pengembang Kerja Sama Pascasarjana IAIN Surakarta antosupriyanto1973@gmail.com Absract ... (Maxine Greene) "Feeling on the way or in a place where there is always the possibility of new explanations and openness, this awareness must be communicated to young people if we ...
Public Education and the Public Space - Maxine Greene
MAXINE GREENE Teachers College, Columbia University in a long poem called An Expla- nation of America, Robert Pinsky writes: A boundary is a limit. How can I ... purposes of public education are concerned; nor can we assume con- sensus when it comes to profes- sional expertise. It is obvious that faith in promise of public ...
University of Dundee Freedom, aesthetics, and the agôn of living …
Freedom, aesthetics, and the agôn of living in Maxine Greene’s work John Baldacchino University of Dundee, Scotland Abstract: Maxine Greene argues that to take a position is to make a choice. This choice is concrete, free and active. It is a matter by which one does philosophy and by which one engages one’s action with the world. More
Maxine Greene- Imagining a new age - Angela Lowery
Maxine Greene: Imagining a New Age Maxine Greene is an American philosopher and educator who’s work has greatly influenced the education of teachers. After her formal education, which included a master’s degree and a Ph. D. in Philosophy …
Maxine Greene Philosophy Of Education - dev.mabts.edu
Maxine Greene Philosophy Of Education Downloaded from dev.mabts.edu by guest MORA CASSIUS Releasing the Imagination Rowman & Littlefield First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company. Critical Conversations in Philosophy of Education Teachers College Press
Maxine Greene Philosophy Of Education ? - oldstore.motogp
Maxine Greene Philosophy Of Education Downloaded from oldstore.motogp.com by guest ERICKSON SAWYER Existential Encounters for Teachers Springer Science & Business Media In a delightfully self-conscious philosophical "mash-up," Randall Everett Allsup provides alternatives
Article 5 AN INFORMAL CONVERSATION WITH MAXINE GREENE: …
Dr Maxine Greene is the William F. Russell Professor in the Foundations of Education (Emer.) and Professor of Philosophy and Education at Teachers College, where she still teaches courses in aesthetics, multiculturalism and philosophic inquiry.
The Passionate Mind of Maxine Greene - daneshnamehicsa.ir
18 Of Friends and Journeys: Maxine Greene and English Education Robert J.Graham 212 19 Maxine Greene and Arts Education Susan W.Stinson 221 ... philosophy, literature, and social theory—we lack a suitable context from within the field of education to characterize her, to appreciate her, to grasp her achievement. ...
Education in the 21st century: philosophical ... - Futurity Philosophy
Keywords: philosophy of education, educational strategies, education of the future, education of the XXI century, quality of education, human dimension of education, philosophical and educational principles. Introduction Education is a phenomenon of civilizational development, as it shapes specific socio-cultural
Philosophy of Education and the Transformation of Educational …
3 Oct 2011 · proceeding is predominantly a language-critical one. In this respect, analytic philosophy of education supports an attitude of critical multi-perspectivity. Probably also sceptical education and philosophy would like to locate themselves similarly - that is, less as a positive theory and more as a methodical approach to questions of education and
Maxine Greene Philosophy Of Education
the crucial role education plays in fostering personal growth, social justice, and a deeper understanding of the human condition. The Solution: Maxine Greene's Philosophy of Education Maxine Greene (1914-2014), a renowned philosopher and educator, offered a powerful counter-narrative to this dehumanizing approach. Her philosophy emphasizes:
Democratic Education as Expressed in Practice: An Integrative ...
schooling plays within democratic societies. In the range of theoretical expressions of democratic education from John Dewey (1916), Maxine Greene (1995), Nell Noddings (2013), and John Goodlad et al. (2004), we find the groundings for significant applications that express teaching practice. Despite this strong theoretical
For The Record: Technology And The Human Person MAXINE GREENE
MAXINE GREENE There has always been a doubleness in American attitudes towards science and machines. Some men welcomed their advance from the beginning and found in them the ripest fruits of progress, the true fulfillment of the ancestral dream. Others looked upon them as alien invaders, intruders in the mythic "garden" where
LISTENING FOR SOUNDS OF STRIVING: MAXINE GREENE AND …
music education on a systemic level in the United States. I also had to figure out what to write a dissertation about. So here I am. Related Literature A number of dissertations have been published toward the exposition of Maxine Greene’s work in a variety of capacities related to education, philosophy, curriculum, and aesthetics;
Foundations of Education
The Philosophy of Education 139 7 Experience and Education 141 . John Dewey . 8 Wide-Awakeness and the Moral Life 147 . Maxine Greene . Part II: In the Quest for Equity: New Directions 155 9 Toward a Critical Race Theory of Education 157 . Gloria Ladson-Billings and William F. Tate IV . 10 Re-Imagining Multicultural Education: New Visions, New
“Excellence,” Meanings, and Multiplicity
MAXINE GREENE Teachers College, Columbia University Teachers work in multiple contexts, ranging from the immediate contexts of their classrooms to the larger contexts of political and social life. There is the immediacy of the felt encounter, the …
Maxine Greene Philosophy Of Education
the crucial role education plays in fostering personal growth, social justice, and a deeper understanding of the human condition. The Solution: Maxine Greene's Philosophy of Education Maxine Greene (1914-2014), a renowned philosopher and educator, offered a powerful counter-narrative to this dehumanizing approach. Her philosophy emphasizes:
