Critical Lessons: What Our Schools Should Teach - Tapa blanda

Noddings, Nel

 
9780521710008: Critical Lessons: What Our Schools Should Teach
Tapa blanda
ISBN 10: 0521710006 ISBN 13: 9780521710008
Editorial: Cambridge University Press, 2008

Sinopsis

This book concentrates on the critical, reflective thinking that should be taught in high schools.

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Acerca del autor

Nel Noddings is Lee L. Jacks Professor of Education, Emerita, at Stanford University. She is past president of the Philosophy of Education Society and of the John Dewey Society. In addition to fourteen books - among them are Caring: A Feminine Approach to Ethics and Moral Education, Women and Evil, The Challenge to Care in Schools, Educating for Intelligent Belief or Unbelief, and Philosophy of Education - she is the author of some 200 articles and chapters on various topics ranging from the ethics of care to mathematical problem solving. Her latest books are Starting at Home: Caring and Social Policy, Educating Moral People: A Caring Alternative to Character Education and Happiness and Education (Cambridge University Press, 2003). Noddings spent 15 years as a teacher, administrator, and curriculum developer in public schools. She served as a mathematics department chairperson in New Jersey and as Director of the Laboratory Schools at the University of Chicago. At Stanford, she received the Award for Teaching Excellence three times, most recently in 1997. She also served as Associate Dean and as Acting Dean at Stanford University for four years.

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Editorial
Cambridge University Press
Año de publicación
2008
Idioma
Inglés
ISBN 10 
0521710006
ISBN 13 
9780521710008
Encuadernación
Tapa blanda
Número de edición
1
Número de páginas
328
Contacto del fabricante
no disponible
Persona responsable
Avery
https://www.avery.fr/

chemin des peupliers 27
Dardilly
Francia

Otras ediciones populares con el mismo título

9780521851886: Critical Lessons Hardback: What Our Schools Should Teach

Edición Destacada

ISBN 10:  0521851882 ISBN 13:  9780521851886
Editorial: Cambridge University Press, 2006
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