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What do teachers need to know in order to teach well? How important is the depth and quality of teachers' content knowledge as a critical aspect of their ability to teach? How can teachers best be educated, and how can we assess their accomplishments as teachers? In what ways is the professional preparation of teachers comparable to the preparation of physicians and other members of learned professions? What kinds of educational research can provide deeper understanding of teaching, learning, and the reform of education? These are just some of the many questions answered in this landmark collection of Lee Shulman's best work. A pioneer in the field of teaching and teacher research, Shulman's work and thinking have long influenced teachers and researchers. But while Shulman is one of the most widely cited scholars in education, his writings have been scattered among a variety of books and journals—until now. The Wisdom of Practice at last makes Shulman's major works on K-12 education and teacher education available in one volume. His interests in teaching of all sorts—in K-12 schools, in teacher education, in graduate programs for educational researchers, in liberal education—have been diverse. The essays included touch on such wide-ranging topics as the psychology of school subjects, medical problem solving, teacher knowledge, performance assessment, teaching in higher education, the scholarship of teaching and learning, the characteristics and pedagogies of the professions, the role of cases in professional education and research, and the character of relevant and rigorous educational research.
What do professional portfolios consist of? Who are their audiences? Why should teachers and administrators use them? How are they structured? In Capturing the Wisdom of Practice, Giselle Martin-Kniep answers these and other questions, drawing on her work with more than 3,000 teachers and administrators from 400 school districts. Through excerpts from actual portfolios, Martin-Kniep illustrates how to select a range of artifacts that will lead portfolio developers to evaluate and improve their work. She also discusses using portfolios for key purposes: learning, curriculum development and assessment, research, and staff development. Readers will find many practical strategies for building and using portfolios and learn what conditions are needed for success. "I am absolutely convinced," says Martin-Kniep, "that every professional who uses portfolios in a serious way will become a better teacher or administrator."
Practice Wisdom: Values and Interpretations brings diverse views and interpretations to an exploration of what wisdom in professional practice means and can become: academically, practically and inspirationally.
In this fascinating book John Keenan offers a classical commentary on the New Testament Letter of James, section by section, informed by a thorough study of contemporary Jamesian scholarship. His approach is unique in theat it employs Mahayana Buddhist Philosophy as the interpretive lens to focus on this early Christian text. The author argues that the first chapter of James' letter presents wisdom as non-discriminative, in a manner very similar to Mahayana Buddhist teaching on wisdom. And James' insistence upon deeds of compasssion and justice recommends a notion of Christian practice that is quite close to the Mahayana ideal of Bodhisattva engagement in the world. Because of these areas of resonance, James in particularly amenable to a Mahayana reading-a reading that enables us to elicit fresh insights from the text.
The author offers thoughts on emerging pictures and consequences if the teacher is considered the primary agent of his or her own accountability. Noting the current wave of calls for educational accountability, Shulman suggests that typical mechanisms for ensuring quality often miss much of what actually goes on in classrooms, and that looking though the lens of the classroom is where, after all, the proverbial rubber of teaching and learning meets the educational road. Excellent teaching, like excellent medical care, is not simply a matter of knowing the latest techniques and technologies, but entails an ethical and moral commitment, something Shulman terms the "pedagogical imperative." This is an obligation that devolves on individual faculty members, on programs, on institutions, and on disciplinary communities. A professional actively takes responsibility; he or she does not wait to be held accountable: to the writer, there is no more powerful form of accountability.
'Jesus the Wisdom of God' brings together insights from wisdom literature and contemporary creation thought in a work that brilliantly illuminates an integrated ecological theology. Adding new depth to the ethical demands of our global ecological situation, Denis Edwards argues that commitment to ecological praxis springs from the very center of Christian identity in Jesus, Trinity, and humanity. Beginning with the wisdom tradition of the Hebrew scriptures, 'Jesus the Wisdom of God' explores what it means to recover the notion that Sophia-Wisdom became incarnate in Jesus of Nazareth, and shows how the universe is altered by this Incarnation. Wisdom Christology then opens out into a view of the trinitarian God at work in ongoing creation. Edwards considers the implications of the trinitarian theology of Richard of St. Victor and St. Bonaventure, centering on the insight that every creature - including humankind - is the free self-expression of the trinitarian God. In this context humanity is revealed as integrally related to all of creation, a part of a single cosmic story. While at one with creation in evolutionary history, humanity is, at the same time, creation come to self-awareness. This train of insights leads to principles for an ecological praxis that affirms human value while insisting that humanity is a part of nature. The whole reinforces commitment to sustainability and a Franciscan attitude of reverence toward God's creation. 'Jesus the Wisdom of God', in a disciplined yet clear way, crafts an alternative to the anthropocentrism and alienation of much of Christian tradition by finding in the very roots of Christian mysticism - and Christian identity - a truly ecological theology for our time. It is profound reading for students, theologians, and all Christians concerned with ecology, and with the interface of science and theology.
Immense challenges now face the global community. How can educators train the next generation of students to deal with the vast array of issues awaiting them in every sector of society? Written as a testimony to three decades of experimentation with these challenges in mind, Hong Kong International School humanities teacher Dr. Marty Schmidt draws upon the universal Wisdom tradition to propose pedagogical frameworks that combine what he calls the yang of social conscience with the yin of inner awakening. This yin-yang approach forms the basis of the The Wisdom Way of Teaching, which describes in curricular detail how to cultivate the whole person development of students. ENDORSEMENTS: “The Wisdom Way of Teaching is both a manifesto and a manual of what transformative education needs to be in the years to come. I felt inspired to read about the impact of a holistic curriculum that integrates service-learning and spiritual practice. Brick by brilliant brick, Marty Schmidt builds that all-important bridge between the inner world and the outer world. The principles and practices that Marty lays out in generous detail can be applied to classrooms of all kinds and ages. I wish every teacher could read this book!” — Fran Grace, University of Redlands “For secondary teachers and other educators working at the intersection of social justice and spirituality, Marty’s book offers practical examples, creative activities, and cross-cultural teaching stories from a lifetime of impassioned teaching. Informed by his deep study of Eastern and Western spiritual traditions, this book comes from the heart of a teacher, infused with contemplative insight, and inspired by a love of the world — the broken world that is and the better world that could be.” — Vachel Miller, Appalachian State University
Harvey Penick's life in golf began when he started caddying at the Austin Country Club in Texas at the youthful age of eight. Over the next eighty-plus years, he enlightened the members of that club with insights into golf and life. In 1992, at the age of eighty-seven, he offered the world that same wisdom in a timeless collection of pieces entitled Harvey Penick's Little Red Book. He followed that with three more books, all bestsellers, and all filled with thoughts, stories, and golf advice that had stood the test of time. Now, Bud Shrake, Harvey's friend and collaborator, gathers together the very best pointers, portraits, and parables from all four of Harvey's previous works. Filled with nuggets of wisdom from Harvey Penick's Little Red Book, And If You Play Golf, You're My Friend, For All Who Love the Game, and The Game for a Lifetime and enhanced with dozens of personal photographs and keepsakes from the Penick family scrapbooks, The Wisdom of Harvey Penick is a lasting treasure from the most beloved teacher in all of golf.