Learning to teach through discussion: The art of turning the soul

Learning to Teach Through Discussion: The Art of Turning the Soul

Volumn , Issue , 2009, Pages 1-222

  Haroutunian Gordon, Sophie ^a  

^a NORTHWESTERN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84903081031     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Book

References (124)

1. J. Kertscher, Truth and Method, ed. Garrett Barden and John Cumming (New York: Crossroad, 1985), 429.
2. Shared Inquiry Handbook: A Basic Guide for Discussion Leaders and Participants (Chicago: Great Books Foundation, 2007).
3. L. Darling-Hammond and J. Bransford, eds., Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do (San Francisco: Jossey-Bass, 2005).
4. C. Tracey, "Listening to Teachers: Classroom Realities and NCLB," in NCLB Meets School Realities, ed. G. Sunderman, J. Kim, and G. Orfield (Thousand Oaks, Calif.: Corwin/Sage, 2005).
5. D. Kuhn, Education for Thinking (Cambridge: Harvard University Press, 2005).
6. R. P. Dennis and E. D. Moldof, eds., Becoming Human, vols. 1 and 2 (Chicago: Great Books Foundation, 1977).
7. R. Strier, Resistant Structures: Particularity, Radicalism, and Renaissance Texts (Berkeley: University of California Press, 1995), 25.
8. Plato, Meno, in Collected Dialogues of Plato, ed. E. Hamilton and H. Cairns, trans. W. K. C. Guthrie (Princeton: Princeton University Press, 1961), 71B.
9. The Republic of Plato, 532-534, ed. and trans. Allan Bloom, 2d ed. (New York: Basic, 1958).
10. M. Heidegger, Early Greek Thinking, trans. D. F. Krell and F. A. Capuzzi (New York: Harper and Row, 1975), 61.
11. I. L. Beck et al., Questioning the Author: An Approach for Enhancing Student Engagement with Text (Newark, Del.: International Reading Association, 1997).
12. J. T. Bruer, Schools for Thought: A Science of Learning in the Classroom (Cambridge: MIT Press, 1993).
13. M. Lampert and D. L. Ball, Teaching, Multimedia, and Mathematics: Investigations of Real Practice (New York: Teachers College Press, 1998)
14. M. Lampert, Teaching Problems and the Problems of Teaching (New Haven: Yale University Press, 2001).
15. A. S. Palinscar and A. Brown, "Reciprocal Teaching of Comprehension Fostering and Comprehension-Monitoring Activities," Cognition and Instruction 1 (1984): 117-175.
16. A. S. Palinscar and B. G. Ladewski, "Literacy and the Learning Sciences," in Cambridge Handbook of the Learning Sciences, ed. K. Sawyer (New York: Cambridge University Press, 2006).
17. R. D. Pea, "The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning, Education, and Human Activity," Journal of the Learning Sciences 13, no. 3 (2004): 423-451.
18. D. C. Edelson and B. J. Reiser, "Making Authentic Practices Accessible to Learners: Design Challenges and Strategies," in Cambridge Handbook of the Learning Sciences, ed. K. Sawyer (New York: Cambridge University Press, 2006).
19. L. B. Resnick, Education and Learning to Think (Washington, D.C.: National Academy Press, 1987).
20. B. Rogoff and J. Lave, Everyday Cognition: Its Development in Social Context (Cambridge: Harvard University Press, 1984)
21. B. Rogoff, Apprenticeship in Thinking: Cognitive Development in Social Context (New York: Oxford University Press, 1990).
22. A. H. Schoenfeld, ed., Mathematical Thinking and Problem Solving (Hillsdale, N.J.: Lawrence Erlbaum Associates, 1994).
23. L. M. Rosenblatt, Literature as Exploration (New York: Modern Language Association, 1995).
24. E. D. Hirsch, Validity in Interpretation (New Haven: Yale University Press, 1967), 129
25. J. Kertscher, "'We Understand Differently if We Understand at All': Gadamer's Ontology of Language Reconsidered," in Gadamer's Century: Essays in Honor of Hans-Georg Gadamer, ed. J. Malpas, U. Arnswald, and J. Kertscher (Cambridge: MIT Press, 2002).
26. Manuel, Truth and Method, ed. Garrett Barden and John Cumming (New York: Crossroad, 1985), 347-350.
27. H-G. Gadamer, "Plato's Unwritten Dialectic," in Gadamer, Dialogue and Dialectic: Eight Hermeneutical Studies of Plato, trans. P. C. Smith (New Haven: Yale University Press, 1980), 154-155.
28. Gadamer, Truth and Method, 266.
29. M. Heidegger, What Is Called Thinking? trans. J. G. Gray (New York: Harper and Row, 1968), 14
30. H. R. Jauss, Question and Answer: Forms of Dialogic Understanding (Minneapolis: University of Minnesota Press, 1989), 213.
31. W. Iser, The Act of Reading: A Theory of Aesthetic Response (Baltimore: Johns Hopkins University Press, 1980), 97.
32. J. Grondin, Introduction to Philosophical Hermeneutics, trans. J. Weinsheimer (New Haven: Yale University Press, 1994), 28.
33. An Introduction to Shared Inquiry: A Handbook for Junior Great Books Leaders, 4th ed. (Chicago: Great Books Foundation, 1999), 42-44.
34. D. Donoghue, The Practice of Reading (New Haven: Yale University Press, 1998).
35. Donoghue, Practice of Reading, 97.
36. S. Fish, There's No Such Thing as Free Speech ... And It's a Good Thing, Too (New York: Oxford University Press, 1994) 182-183
37. I. A. Richards, Principles of Literary Criticism, ed. J. Constable (New York: Routledge, 2001), 28
38. Hirsh, Validity in Interpretation, 255.
39. Fish, No Such Thing, 182-183.
40. Heidegger, What Is Called Thinking? 17.
41. Iser, Act of Reading, 118-119.
42. Iser, Act of Reading, 118-120.
43. P. Grice, Studies in the Way of Words (Cambridge: Harvard University Press, 1989), 26
44. W. E. Empson, Seven Types of Ambiguity (1930; New York: New Directions, 1947 [1st U.S. ed.]), 1.
45. M. M. Bakhtin, "Discourse in the Novel," in The Dialogic Imagination, trans. and ed. C. Emerson and M. Holquist (Austin: University of Texas Press, 1981).
46. L. Wittgenstein, Philosophical Investigations I, 3d ed., trans. G. E. M. Anscombe (New York: Macmillan, 1958).
47. Gadamer, Truth and Method, 445-446.
48. Wittgenstein, Philosophical Investigations I, e.g., secs. 150-151
49. Gadamer, Truth and Method, 96.
50. Bakhtin, "Discourse in the Novel," 282.
51. Plato, Republic, 518b-d.
52. Plato, "Theaetetus," in Collected Dialogues of Plato, ed. E. Hamilton and H. Cairns, trans. F. M. Cornford (Princeton: Princeton University Press, 1961).
53. Plato, Theaetetus, 150-151.
54. Gadamer, Truth and Method, 269.
55. J. Lave, "Situated Learning in Communities of Practice," in Perspectives on Socially Shared Cognition, ed. L. Resnick, J. M. Levine, and S. T. Teasley (Washington, D.C.: American Psychological Association, 1991).
56. J. Piaget, Six Psychological Studies, trans. A. Tenzer, ed. D. Elkind (New York: Vintage/Random House, 1968)
57. J. Fodor, The Language of Thought (New York: Crowell, 1975), 27.
58. Wittgenstein, Philosophical Investigations I, secs. 224.
59. J. Lave and E. Wenger, Situated Learning: Legitimate Peripheral Participation (New York: Cambridge University Press, 1991), esp. 94-105.
60. Lave, "Situated Learning," 67.
61. Gadamer, Truth and Method, 267.
62. J. Dewey, Democracy and Education (New York: Macmillan, 1916), 87.
63. A. Sarat, "The Micropolitics of Identity/Difference: Recognition and Accommodation in Everyday Life," in Engaging in Cultural Differences: The Multicultural Challenge in Liberal Democracies, ed. R. Shweder et al. (New York: Russell Sage, 2002), 397.
64. R. Shweder, "What About Female Genital Mutilation?" in Engaging in Cultural Differences: The Multicultural Challenge in Liberal Democracies, ed. R. Schweder et al. (New York: Russell Sage, 2002), 247-248.
65. Gadamer, Truth and Method, 445-446.
66. Jens Kertscher, "'We Understand Differently if We Understand at All,'" 135-156.
67. J. Andriessen, "Arguing to Learn," in The Cambridge Handbook of the Learning Sciences, ed. R. K. Sawyer (New York: Cambridge University Press, 2006).
68. Gadamer, Truth and Method, 341.
69. B. Glaser and A. Strauss, The Discovery of Grounded Theory: Strategies for Qualitative Research (New Brunswick: Aldine Transaction, 1967, reprinted 2006), 2
70. A. Strauss, Qualitative Analysis for Social Scientists (Cambridge: Cambridge University Press, 1987)
71. M. Miles and A. Huberman, Quantitative Data Analysis, 2d ed. (Thousand Oaks, Calif.: Sage, 1994)
72. A. Strauss and J. Corbin, Basics of Qualitative Research: Grounded Theory Procedures and Techniques (Thousand Oaks, Calif.: Sage, 1990)
73. A. Strauss and J. Corbin, Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory (Thousand Oaks, Calif.: Sage, 1998).
74. A. Strauss and J. Corbin, Inside/Outside: Teacher Research and Knowledge (New York: Teachers College Press, 1993), 43.
75. I. Harris, "What Does 'The Discovery of Grounded Theory' Have to Say to Medical Education?" Advances in Health Sciences Education 8 (2003): 49-61.
76. A. S. Pihlgren, "Socrates in the Classroom: Rationales and Effects of Philosophizing with Children" (Ph.D. diss., Stockholm University, 2008).
77. S. Silverstein, The Giving Tree (New York: Harper and Row, 1964).
78. N. M. Sanders, Classroom Questions: What Kinds? (New York: Harper and Row, 1966), 2.
79. L. M. Rosenblatt, Literature as Exploration, 5th ed. (New York: Modern Language Association, 1995)
80. L. M. Rosenblatt, The Reader, the Text, the Poem: The Transactional Theory of the Literary Work (Carbondale: Southern Illinois University Press, 1994)
81. S. Haroutunian-Gordon, Turning the Soul: Teaching Through Conversation in the High School (Chicago: University of Chicago Press, 1991), 118-131.
82. Silverstein, Giving Tree, lines 20-21.
83. H. Courlander and G. Herzog, "Kaddo's Wall," in The Cow-Tail Switch and Other West African Stories (Austin, Tex.: Holt, 1947).
84. Plato, Meno, 84A.
85. R. Gilstrap and I. Estabrook, "Allah Will Provide," in The Sultan's Fool and Other North African Tales (New York: Holt, Rinehart, and Winston, 1958).
86. Gilstrap and Estabrook, "Allah Will Provide," 34.
87. H-G. Gadamer, Truth and Method, ed. Garrett Barden and John Cumming (New York: Crossroad, 1985), 259.
88. N. Carlson, "Jean Labadie's Big Black Dog," in The Talking Cat and Other Stories of French Canada (New York: HarperCollins, 1952).
89. Wittgenstein, Philosophical Investigations I, sec. 151.
90. R. Strier, Resistant Structures: Particularity, Radicalism, and Renaissance Texts (Berkeley: University of California Press, 1995), 4
91. D. J. Manuel, "About What Happened to a Young Man Who Married a Very Wild and Unruly Wife," in Spanish Stories (Dual-Language), trans. A. Flores (1960; repr. New York: Dover, 1987), 4-11.
92. Manuel, "Unruly Wife," 7, lines 29-30.
93. Manuel, "Unruly Wife," 7, lines 50-51.
94. H-G. Gadamer, Truth and Method, ed. Garrett Barden and John Cumming (New York: Crossroad, 1985), 341.
95. L. Wittgenstein, Philosophical Investigations I, 3d ed., trans. G. E. M. Anscombe (New York: Macmillan, 1958), sec. 150.
96. D. Donoghue, The Practice of Reading [New Haven: Yale University Press, 1998], 80)
97. W. Iser, The Act of Reading: A Theory of Aesthetic Response (Baltimore: Johns Hopkins University Press, 1980), 17-18
98. J. Lave and E. Wenger, Situated Learning: Legitimate Peripheral Participation (New York: Cambridge University Press, 1991), 113-117
99. H-G. Gadamer, Truth and Method, ed. Garrett Barden and John Cumming (New York: Crossroad, 1985), 341.
100. M. J. Adler, Reforming Education: The Opening of the American Mind (New York: Macmillan, 1977)
101. M. J. Adler, The Paideia Proposal: An Educational Manifesto (New York: Macmillan, 1982)
102. M. J. Adler, Paideia Problems and Possibilities: A Consideration of Questions Raised by the Paideia Proposal (New York: Macmillan, 1983).
103. M. Mayer, Robert Maynard Hutchins: A Memoir (Berkeley: University of California Press, 1993)
104. H. S. Ashmore, Unreasonable Truths: The Life of Robert Maynard Hutchins (Boston: Little, Brown, 1989).
105. M. Lipman, Thinking in Education, 2d ed. (Cambridge: Cambridge University Press, 2003)
106. G. B. Matthews, Philosophy and the Young Child (Cambridge: Harvard University Press, 1980).
107. I. L. Beck et al., Questioning the Author: An Approach for Enhancing Student Engagement with Text (Newark, Del.: International Reading Association, 1997).
108. A. N. Whitehead's The Aims of Education and Other Essays (New York: Free Press, 1929)
109. Plato's Meno, my Turning the Soul: Teaching Through Conversation in the High School (Chicago: University of Chicago Press, 1991)
110. Donald Schön's Educating the Ref lective Practitioner (San Francisco: Jossey-Bass, 1987).
111. M. K. Wolf, A. C. Crosson, and L. B. Resnick, "Accountable Talk in Reading Comprehension Instruction," published by the Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing (Los Angeles: University of California, 2006).
112. C. A. Chinn and R. C. Anderson, "The Structure of Discussions That Promote Reasoning," Teachers College Record 100, no. 2 [1998]: 315-368
113. T. Tokano, ed., Water on Mars and Life (Berlin: Springer, 2005)
114. M. Hanlon, The Real Mars (New York: Caroll and Graf, 2004), esp. 42-55, 208-219
115. P. Cattermole, Mars: The Mystery Unfolds (Oxford: Oxford University Press, 2001), esp. 163-165
116. D. M. Harland, Water and the Search for Life on Mars (Berlin: Springer, 2005)
117. T. Encrenaz, Searching for Water in the Universe, trans. B. Mizon (Berlin: Springer, 2007)
118. M. H. Carr, Water on Mars (New York: Oxford University Press, 1996).
119. S. Haroutunian-Gordon and D. S. Tartakoff, "On the Learning of Mathematics Through Conversation," For the Learning of Mathematics 16.2 (1996): 2-10.
120. M. Lampert, "When the Problem Is not the Question and the Solution Is not the Answer: Mathematical Knowing and Teaching," American Educational Research Journal 27 (1990): 29-63
121. A. H. Schoenfeld, "On Mathematics and Sense-Making: An Informal Attack on the Unfortunate Divorce of Formal and Informal Mathematics," in Informal Reasoning and Education, ed. J. Voss, D. Perkins, and J. Segal (Hillside, N.J.: Erlbaum, 1990)
122. A. H. Schoenfeld, "What Do We Know About Mathematics Curricula?" Journal of Mathematical Behavior 13.1 (March 1994): 55-80
123. A. H. Schoenfeld, "Reflections on Doing and Teaching Mathematics," in Mathematical Thinking and Problem Solving, ed. A. H. Schoenfeld (Hillside, N.J.: Erlbaum, 1995).
124. W. Parker, "Friends and Strangers: Speaking and Listening in Classroom Discussion," in Listening in Context: Challenges for Teachers, ed. S. Haroutunian-Gordon and L. J. Waks, forthcoming.