Reconciling Divisions in the Field of Authentic Education

Autor/in	Sarid, Ariel
Titel	Reconciling Divisions in the Field of Authentic Education
Quelle	In: Journal of Philosophy of Education, 49 (2015) 3, S.473-489 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/1467-9752.12113
Schlagwörter	Teaching Methods; Critical Thinking; Thinking Skills; Problem Solving; Relevance (Education); Inquiry; Professional Autonomy; Caring; Educational Attitudes; Educational Theories; Educational Practices; Theory Practice Relationship; Identification (Psychology); Ambiguity (Context) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Denkfähigkeit; Problemlösen; Relevance; Relevanz; Berufsfreiheit; Care; Pflege; Sorge; Betreuung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Educational theory; Theory of education; Bildungstheorie; Bildungspraxis; Theorie-Praxis-Beziehung
Abstract	The aim of this article is twofold: first, to identify and address three central divisions in the field of authentic education that introduce ambiguity and at times inconsistencies within the field of authentic education. These divisions concern a) the relationship between autonomy and authenticity; b) the division between the two basic attitudes towards "care" in the authenticity literature, and; c) the well-worn division between objective and subjective realms of knowledge and identity construction. Addressing these divisions through Charles Taylor's distinction between active and passive aspects of authenticity, I believe, will lead to a better understanding of the main issues involved in conceptualising and applying authenticity-based education. Second, to present what I call The Postconventional Authentic Relation-to-Self (PARTS) as a basis for overcoming and reconciling the above divisions. I shall conclude by providing some examples of the way the perspective envisioned by PARTS can be applied to educational practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01