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Books on the topic 'Ethical pedagogy'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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1

Balvín, Jaroslav. Andragogics, social pedagogy and social work: Pedagogic, philosophical and ethical aspects. Prague: Hnutí R=The R-Movement, 2012.

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2

Wajsprych, Danuta. Pedagogia agatologiczna: Studium hermeneutyczno-krytyczne projektu etycznego Józefa Tischnera = Agatological pedagogy : hermeneutic-existential study of Jozef Tischner ethical project. Toruń: Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika, 2011.

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3

Burckhart, Holger. Diskursethik, Diskursanthropologie, Diskurspädagogik: Reflexiv-normative Grundlegeung kritischer Pädagogik. Würzburg: Königshausen & Neumann, 1999.

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4

Cunningham, Christine. Corrupted principles and the challenges of critically reflective leadership. New York: Peter Lang, 2011.

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5

Trifonas, Peter Pericles. The ethics of writing: Derrida, deconstruction, and pedagogy. Lanham, Md: Rowman & Littlefield, 2000.

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6

Freire, Paulo. Pedagogy of Freedom: Ethics, Democracy, and Civic Courage. Lanham: Rowman & Littlefield Publishers, 2000.

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7

Lost subjects, contested objects: Toward a psychoanalytic inquiry of learning. Albany: State University of New York Press, 1998.

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8

Hadley, Nancy J. Interactive study guide for the TExES pedagogy and professional responsiblities tests. Boston, MA: Pearson/A & B, 2008.

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9

Dallmayr, Fred R. In search of the good life: A pedagogy for troubled times. Lexington, KY: University Press of Kentucky, 2007.

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10

Núñez, Carlos. La revolución ética. Guadalajara, Jalisco, México: IMDEC, 1998.

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11

Kraja, Musa. Personaliteti i mësuesit dhe pedagogut. Etika profesionale e tyre. Tiranë: Botime "Vllamasi", 2012.

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12

Exemplary Spenser: Visual and poetic pedagogy in the Faerie queene. Aldershot, Hants, England: Ashgate, 2009.

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13

Monchinski, Tony. Education in hope: Critical pedagogies and the ethic of care. New York: Peter Lang, 2010.

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14

Naranjo, Luis Camacho. UNA PERSPECTIVA FILOSOFICA PARA LA PEDAGOGIA Y LAS CIENCIAS DE LA EDUCACIÓN Ensayo sobre la mediocridad. San José, Costa Rica: Editorial de la Universidad de Costa Rica, 1992.

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15

Neretina, Tat'yana, and Tat'yana Orehova. Formation at students of pedagogical profile "image of the parent" in the process of professional training at the University. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1043103.

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In modern conditions of development of mankind, when, for various reasons endangered is the institution of the family, especially actual is a problem of formation of the growing person in the period of schooling parental position as an essential part not only of development but also the survival of humanity as a species. The solution to this problem in terms of the organization of Russian society goes along with the family on a school teacher. Hence the need to prepare future teachers for performing this task. In the present monograph presents one approach to solving this problem through the formation of future teachers of "the way I parent," a deep awareness and understanding of the essence and structure of process of formation of own "image of the parent", the content of this phenomenon relevant content, development of representations about itself as about the parent, about other people and the world in General. Intended for University students, primary school teachers, specialists in educational work, as well as for lecturers reading a course of lectures on subjects connected with pedagogy, psychology and ethic of family education.
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16

Marshall, Catherine. Re-framing education politics for social justice. Boston: Pearson/Allyn and Bacon, 2005.

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17

Winstanley, Carrie. Reinterpreting the growth metaphor as an ethical pedagogy. 1997.

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18

Bacon, Samuel Frederick. An Evaluation of the Philosophy and Pedagogy of Ethical Culture. Literary Licensing, LLC, 2013.

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19

Salverson, Julie. Performing testimony: Ethics, pedagogy, and a theatre beyond injury. 2001.

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20

Boettcher, Judith V., Eric Hartman, Richard C. Kiely, and Jessica Friedrichs. Building a Better World: The Pedagogy and Practice of Ethical Global Service Learning. Stylus Publishing, 2018.

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21

Boettcher, Judith V., Eric Hartman, Richard C. Kiely, Jessica Friedrichs, and Christopher Boettcher. Building a Better World: The Pedagogy and Practice of Ethical Global Service Learning. Stylus Publishing, 2018.

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22

Gaon, Stella. Politics, pedagogy, and the decentred subject: An inquiry into the ethical dimensions of political and educational thought. 2001.

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23

Sport and the Neoliberal University: Profit, Politics, and Pedagogy. Rutgers University Press, 2018.

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24

Sport and the Neoliberal University: Profit, Politics, and Pedagogy. Rutgers University Press, 2018.

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25

(Editor), Danny Wildemeersch, Matthias Finger (Editor), and Theo Jansen (Editor), eds. Adult Education and Social Responsibility: Reconciling the irreconcilable? (Studies in Pedagogy, Andragogy and Gerontagogy. Vol. 36). 2nd ed. Peter Lang Publishing, 2000.

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26

Eshelle, Twomey Tish, White Holly 1973-, and Sagendorf Ken 1973-, eds. Pedagogy, not policing: Positive approaches to academic integrity at the university. Syracuse, N.Y: Graduate School Press, Syracuse University, 2008.

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27

DasGupta, Sayantani. The Politics of the Pedagogy: Cripping, Queering and Un-homing Health Humanities. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199360192.003.0007.

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Drawing upon progressive pedagogical theorists and her own experiences, the author examines the potential effects and ethical responsibility of the health humanities workshop/classroom. Is it possible to search for oppositional knowledge—as described by Talpade Mohanty—within the health humanities disciplines; what does it mean to crip, queer, or un-home these many fields? In what ways might narrative work pose risks to students when it is practiced without attention to the operation of power and privilege? The author describes the evolution of her own pedagogical approach and proposes three pedagogical pillars to guide socially just narrative practices: narrative humility, structural competency, and engaged pedagogy. By embracing the state of being “un-homed”, the health humanities may strive to become a multiply layered space and time that both affirms difference and provides an alternative to authoritarian power and oppression.
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28

Denise, Leite, and Ferla Alcindo, eds. Pedagogia universitária: Conhecimento, ética e política no ensino superior. Porto Alegre, RS: Editora da Universidade, Universidade Federal do Rio Grande do Sul, 1999.

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29

Denise, Leite, and Ferla Alcindo, eds. Pedagogia universitária: Conhecimento, ética e política no ensino superior. Porto Alegre, RS: Editora da Universidade, Universidade Federal do Rio Grande do Sul, 1999.

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30

Denise, Leite, and Ferla Alcindo, eds. Pedagogia universitária: Conhecimento, ética e política no ensino superior. Porto Alegre, RS: Editora da Universidade, Universidade Federal do Rio Grande do Sul, 1999.

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31

Loima, Jyrki, Mirja-Tytti Talib, Heini Paavola, and Sanna Patrikainen. Dialogs on Diversity and Global Education. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2012.

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32

(Editor), Danny Wildemeersch, Matthias Finger (Editor), and Theo Jansen (Editor), eds. Adult Education and Social Responsibility: Reconciling the Irreconcilable? (Studien Zur Padagogik, Andragogik Und Gerontagogik, Bd. 36.). Peter Lang Pub Inc, 1998.

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33

Danny, Wildemeersch, Finger Matthias, and Jansen Theo, eds. Adult education and social responsibility: Reconciling the irreconcilable? Frankfurt am Main: P. Lang, 1998.

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34

Loima, Jyrki, Mirja-Tytti Talib, Heini Paavola, and Sanna Patrikainen. Dialogs on Diversity and Global Education. Lang Publishing, Incorporated, Peter, 2012.

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35

Danny, Wildemeersch, Finger Matthias, and Jansen Theo, eds. Adult education and social responsibility: Reconciling the irreconcilable? 2nd ed. Frankfurt am Main: P. Lang, 2000.

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36

Wildemeersch, Danny. Adult Education and Social Responsibility: Reconciling the Irreconcilable? (Advances in Industrial Control). Peter Lang Publishing, 1998.

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37

Kanpol, Barry, Janae Dimick, Charlotte Achieng-Evensen, Ndindi Kitonga, and Maryann Krikorian. Critical Graduate Experience: An Ethics of Higher Education Responsibilities. Lang Publishing, Incorporated, Peter, 2015.

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38

Kanpol, Barry, Janae Dimick, Charlotte Achieng-Evensen, Ndindi Kitonga, and Maryann Krikorian. Critical Graduate Experience: An Ethics of Higher Education Responsibilities. Lang AG International Academic Publishers, Peter, 2015.

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39

Structuring Learning Environments in Teacher Education to Elicit Dispositions As Habits of Mind: Strategies and Approaches Used and Lessons Learned. Rowman & Littlefield Publishers, Incorporated, 2013.

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40

Martusewicz, Rebecca A. Seeking Passage: Post-Structuralism, Pedagogy, Ethics. Teachers College Press, 2001.

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41

Fausty, Joshua. Essaying Ethics: Reading, Writing and Pedagogy. Congdon & Weed, 2006.

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42

Martusewicz, Rebecca A. Seeking Passage: Post-Structuralism, Pedagogy, Ethics. Teachers College Press, 2001.

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43

Martusewicz, Rebecca A. A Pedagogy of Responsibility. Routledge, 2018.

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44

Tippins, Deborah J., Arthur J. Stewart, and Michael P. Mueller. Animals and Science Education: Ethics, Curriculum and Pedagogy. Springer, 2018.

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45

Atkinson, Dennis. Art, Disobedience, and Ethics: The Adventure of Pedagogy. Springer, 2018.

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46

Atkinson, Dennis. Art, Disobedience, and Ethics: The Adventure of Pedagogy. Palgrave Macmillan, 2017.

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47

Tippins, Deborah J., Arthur J. Stewart, and Michael P. Mueller. Animals and Science Education: Ethics, Curriculum and Pedagogy. Springer, 2017.

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48

Davidson, Cathy N., and Danica Savonick. Digital Humanities. Edited by Robert Frodeman. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198733522.013.14.

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This chapter traces the emergence of an interdisciplinary field, the digital humanities, in response to a complex set of recent personal, ethical, psychological, social, cultural, spiritual, and political concerns, many generated by technology, that require the insights of humanistic inquiry. Drawing from examples of digital humanities praxis including FemTechNet, HASTAC, and the Futures Initiative, this chapter focuses on the pedagogical implications of the digital humanities as an interdisciplinary field. A specific case study, “Mapping the Futures of Higher Education,” is used to explore some of the implications of interdisciplinary, networked pedagogy. The chapter concludes with an analysis of the administrative collaborations and conditions necessary to facilitate this interdisciplinary work.
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49

Smith, Thomas W. Revaluing Ethics: Aristotle's Dialectical Pedagogy (S U N Y Series in Ancient Greek Philosophy). State University of New York Press, 2001.

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50

Revaluing Ethics: Aristotle's Dialectical Pedagogy (S U N Y Series in Ancient Greek Philosophy). State University of New York Press, 2001.

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