Political Beliefs and the Academic Responsibilities of Undergraduate Teaching

Autor/inn/en	Frueh, Jamie; Blaney, David L.; Dunn, Kevin; Goff, Patricia; Leonard, Eric K.; Sharoni, Simona
Titel	Political Beliefs and the Academic Responsibilities of Undergraduate Teaching
Quelle	In: Journal of Political Science Education, 4 (2008) 4, S.447-462 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
Schlagwörter	Stellungnahme; Undergraduate Students; Relevance (Education); International Relations; Focus Groups; Controversial Issues (Course Content); Teacher Role; Teacher Responsibility; Role Conflict; International Studies; World Views; Ideology; Political Attitudes; Political Science; Beliefs + Suchen Sie Ihr Suchwort? Relevance; Relevanz; Internationale Beziehungen; Controversial issues; Kontroverse; Lehrerrolle; Lehrverpflichtung; Rollenkonflikt; Internationaler Studiengang; World view; Weltanschauung; Ideologie; Political attitude; Politische Einstellung; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Belief; Glaube
Abstract	This forum reconstructs a roundtable discussion about the academic responsibilities of International Relations professors with respect to their undergraduate students. Specifically, participants discuss the proper pedagogical role of professors' personal political beliefs and the best ways to encourage undergraduate students to engage political ideas and issues in a way consistent with the ideals of a liberal education. Organized around a series of six questions, the authors share how they interpret their responsibilities as an authority figure whose job it is to teach students to understand, to thoughtfully consider, and to formulate opinions about issues that are explicitly politicized in mainstream social discourse. (As Provided).
Anmerkungen	Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10