Quality In Teaching: Arguments For A Reflective Profession by Wilfred Carr

By Wilfred Carr

Providing a critique of the present academic rhetoric and via delivering arguments for reviving the ethical and social dimensions of educating, this booklet goals to supply lecturers and instructor educators the ability to enhance The idea Of "Teaching Quality".

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The community could be expected to take an interest in the nature of that contribution and in the efficiency with which it was made. In the long run, therefore, a community could be expected to end up with the kind of education which it wanted, even if that meant that teachers had to change their conception of what they were doing. Theory of Education Social practices can be divided into those which are theoretical in being concerned with the acquisition of knowledge, such as physics and biology, and those which are practical in being concerned with bringing about change, such as engineering and agriculture.

How a practice is carried on at any particular time depends on its practitioners’ perception of its overall purpose at that time. The perspective from which they see that purpose constantly changes as time passes and events unfold; and it is their experience of those events which allows them to review and perhaps modify their perception of that purpose. A social practice has a temporal dimension which is like that of an organism or person in allowing internal change while preserving identity over time; and one way of emphasizing that dimension is by introducing the notion of a tradition.

In a negotiation culture, whose most characteristic social form is the committee, utilitarianism with Bentham’s celebrated calculus to hand, ‘the greatest good of the greatest number’, can always measure up the best-thing-todo-on-the-whole, especially in cases of conflict. However indispensible some such ready reckoner is, the discontents it has brought to our civilization are familiar in the smallest details of school life. Human needs and wants are not only incommensurable: to go no further, questions of distributive justice cannot be solved by collective choice.

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