La Vida Moral En La Escuela

by Philip W. Jackson, Robert E. Boostrom

Con originalidad y agudeza, este libro presenta un enfoque novedoso de la vida cotidiana en las escuelas. La interacción entre docentes y alumnos se observa y analiza en función de la significación moral de todas las características de la vida en el aula. Los autores no sólo se interesan en las actividades expresamente dirigidas a ejercer efectos morales, sino también -y sobre todo- en ciertos aspectos que, aunque suelen pasar inadvertidos tienen una fuerte incidencia moral en la compleja trama de la experiencia escolar. Ese es el objetivo de este proponer un modo de ver y considerar los sucesos del aula que permita poner de relieve su significación moral y expresiva.

340 pages, Paperback

First published September 1, 1993

About the author

Philip Wesley Jackson, was a renowned educator and researcher. He served as president of The John Dewey Society and the American Educational Research Association. A longtime professor at the University of Chicago specializing in educational research to better understanding how children learn, Dr. Philip W. Jackson was also the David Lee Shillinglaw distinguished service professor emeritus in the departments of education and psychology after retiring.

Reviews

[Haylee Anderson · Rating 5 out of 5]

This book and it’s significance didn’t really hit me until the last chapter or so. Really the part where they researchers and teachers talked together. I wish I had seen more of that throughout the rest of the book, however, I understand WHY there wasn’t any. That was an intentional decision.

I honestly loved this. We so often are caught up in the quantitative impacts of what we do, the hard data and proof that we are making a difference, that we lose sight of the true impacts and effects we have on our schools, our students, and ourselves. “We teach ourselves” is a theme that I didn’t understand from the book until the writers explicitly mentioned it at the end. That is such a huge new perspective that I’ve always held in high importance, but also one that I’ve never fully considered until now.

We teach ourselves.

[Val · Rating 1 out of 5]

This book was completely useless. Nearly 300 pages rambling on the subtlety of morality in the classroom. There are no findings in this book, only the suggestion that the reader follow their observation procedure, as if a classroom observation procedure consisting of writing anything interesting to you and then reflecting on it later is something you can only get from this book. Did I mention this book is outdated? The research was done around 1989. This book only addresses the morality present in the expressions (verbal and physical) of the teacher. It would be more beneficial to discuss the morality in the workings of low SES schools or the morality of technology in the classroom. There is nothing instructive, no revelations, and no suggestions beyond that you observe classrooms for yourself.

[Daniel · Rating 3 out of 5]

A book I read as I wrote my dissertation, recommended by my doctoral chair. My dissertation is, "How teachers in Christian schools understand and practice the integration of faith and learning." My doc chair thought this book would help as I organize and analyze data.

[Lindsay · Rating 3 out of 5]

There were some decent parts that have made me reflect on my teaching practices. Not a fabulous read, but interesting enough.