Teaching, Enacting, and Sustaining Hope in the Shadow of COVID-19

Autor/in	Stitzlein, Sarah M.
Titel	Teaching, Enacting, and Sustaining Hope in the Shadow of COVID-19
Quelle	In: Philosophical Inquiry in Education, 29 (2022) 1, S.48-53 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2369-8659
Schlagwörter	Teaching Methods; Psychological Patterns; COVID-19; Pandemics; Democracy; Barriers; Educational Philosophy; Inquiry; Problem Solving; Persistence + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Demokratie; Bildungsphilosophie; Erziehungsphilosophie; Problemlösen; Ausdauer
Abstract	This article extends initial ideas on what hope is, why it matters to democracy, and how to teach it in schools, which were first presented by Sarah M. Stitzlein in her book "Learning How to Hope: Reviving Democracy through Our Schools and Civil Society" (Oxford University Press, 2020). It accounts for recent obstacles to hope, especially the impact of the COVID-19 pandemic. It suggests ways that other philosophers of education might further pursue describing and cultivating hope in light of recent social, political, economic, and health obstacles due to the pandemic. It emphasizes the role of inquiry and problem-solving using pragmatist philosophical approaches. (As Provided).
Anmerkungen	Canadian Philosophy of Education Society. S-FG 6310 Faubourg Ste-Catherine Building, 1610 St. Catherine West, Montreal, Quebec, Canada, H4B 1R6. Tel: 514-758-7813; Web site: http://journals.sfu.ca/pie/index.php/pie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01