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1. Teaching controversial issues : the case for critical thinking and moral commitment in the classroom [2017]
- Noddings, Nel, author.
- New York ; London : Teachers College Press, [2017]
- Description
- Book — ix, 181 pages ; 24 cm
- Summary
-
- Introduction
- Sources of morality
- Authority
- Critical thinking
- Religion
- Race
- Gender and public life
- Entertainment, sports, and media
- Capitalism and socialism
- Money, class, and poverty
- Equality, justice, and freedom
- Patriotism
- Moral commitment.
(source: Nielsen Book Data)
- Online
Law Library (Crown)
Law Library (Crown) | Status |
---|---|
Find it Basement | Request (opens in new tab) |
LB1590.3 .N64 2017 | Unknown |
2. Teaching controversial issues : the case for critical thinking and moral commitment in the classroom [2017]
- Noddings, Nel, author.
- New York : Teachers College Press, [2017]
- Description
- Book — ix, 181 pages ; 23 cm
- Summary
-
In this book, eminent educational philosopher Nel Noddings and daughter Laurie Brooks explain how teachers can foster critical thinking through the exploration of controversial issues. The emphasis is on the use of critical thinking to understand and collaborate, not simply to win arguments. The authors describe how critical thinking that encourages dialogue across the school disciplines and across social/economic classes prepares students for participation in democracy. They offer specific, concrete strategies for addressing a variety of issues related to authority, religion, gender, race, media, sports, entertainment, class and poverty, capitalism and socialism, and equality and justice. The goal is to develop individuals who can examine their own beliefs, those of their own and other groups, and those of their nation, and can do so with respect and understanding for others' values.Book Features:Underscores the necessity of moral commitment in the use of critical thinking.Offers assistance for handling controversial issues that many teachers find unsettling.Proposes a way for students and teachers to work together across the disciplines.
(source: Nielsen Book Data)
- Online
Education Library (Cubberley)
Education Library (Cubberley) | Status |
---|---|
Stacks | Request (opens in new tab) |
LB1590.3 .N64 2017 | Unknown |
Online 3. Noddings, Nel [2016]
- Noddings, Nel (Author)
- May 3, 2016 - May 17, 2016
- Description
- Archive/Manuscript
- Summary
-
Nel Noddings, the Lee Jacks Professor Emerita of Education at Stanford University’s Graduate School of Education, is a philosopher and educational researcher best known for her ethics of care theory which she described in her 1984 book, Caring: A Feminine Approach to Ethics and Moral Education. Her care theory and educational philosophy is informed both by her graduate studies at Stanford in the 1970s and her long career, beginning in 1949, as a teacher and school administrator. She returned to Stanford as an associate professor in 1979 where, in addition to teaching and her research, she ran the Stanford Teacher Education Program (STEP) and filled in as acting dean of the Graduate School of Education in the mid 1990s. In this interview she speaks about her professional and research career, set against the backdrop of her life as a wife and mother of ten during a time of tremendous cultural shifts in the country. Noddings begins the interview describing her working-class upbringing in New Jersey during the Great Depression and World War II. She confides that as a seven-year-old, she identified more with her school than home, despite being raised in a loving and safe environment. She reminisces about her elementary and high school experiences, the classes she took, the school culture, and uses her academic training to assess how progressive they really were. She contrasts the substance of her high school education with the redundancy in her undergraduate education at Montclair State Teachers College. Noddings describes her relationship with her husband, James Noddings, whom she met in high school, their courtship that began after they graduated, and early marriage after he returned from military service in Korea. She explains the ease with which they became parents and the reasons, after having three biological children, that they chose to adopt several Korean-American children. Noddings describes the educational and professional compromises she had to make because of motherhood and her husband’s profession. To balance this out, she shares several examples when her children participated in the educational programs she administered, as well as recollections of when the family moved so she could pursue her career goals. She spends some time describing her first teaching position in Woodbury, New Jersey, where she spent three years with the same class of middle school students, and how this unique experience profoundly shaped her thinking on teaching, educational administration and academic research. She gives the example of how later, during the civil rights movement, if a protest or other incident affected the lives of her student, she’d take time off from her math lesson plan to help them understand and process the events. Noddings explains how she initially approached her graduate school at Rutgers and Stanford as a means to advance as a school administrator. While she found pursuing math at Rutgers frustrating because of gender imbalances in the department, she describes her time at Stanford as transformative. Noddings explains why she switched from the educational administration track to philosophy of education after taking two philosophy courses. She notes how the learning and collaborative environment at Stanford supported her research and focus. She discusses her thesis on constructivism in education and how her care theory became entwined with feminist theory. She expands on education theory, her frustration with the current emphasis on standardized testing, the pros and cons of high concept-based math programs like “new math,” the difficulties of teaching atheism, and the benefits of a more holistic approach to education. Noddings describes the jobs she held after graduating: an academic position at Penn State, consulting in the Menlo Park area, and directing the Laboratory School at the University of Chicago. She explains how she landed the position of associate professor at Stanford running the STEP program in 1983 and later the Upward Bound summer program. She gives her impression of these programs and the changes they underwent. She describes her roles in Stanford’s administration: serving as the first female acting dean of the School of Education (now Graduate School of Education), working on Stanford’s Institutional Review Board for human subject research and serving on the faculty senate. It was in this last position that she argued for leniency towards a group of students who had barricaded themselves in the Dean’s office, an episode for which she explains her reasoning and results of her efforts. She describes her work after leaving Stanford, serving as president for the Philosophy of Education Society and chairing the ethics committee for the American Educational Research Association. She closes the interview by discussing her life after returning to the East Coast and the direction of her current research.
- Collection
- Stanford Historical Society Oral History Program interviews, 1999-2012
4. Philosophy of education [2016]
- Noddings, Nel author.
- Fourth edition. - Boulder, CO : Westview Press, [2016]
- Description
- Book — xvii, 281 pages ; 23 cm
- Summary
-
- List of Figures Preface Acknowledgments
- 1. Philosophy of Education before the Twentieth Century
- 2. The Philosophical and Educational Thought of John Dewey
- 3. Analytic Philosophy
- 4. Continental Philosophy
- 5. Logic and Critical Thinking
- 6. Epistemology and Education
- 7. Philosophy of Social Science and Educational Research
- 8. Ethics and Moral Education
- 9. Social and Political Philosophy
- 10. Problems of School Reform
- 11. Multiculturalism and Cosmopolitanism
- 12. Feminism, Philosophy, and Education Notes Bibliography Index.
- (source: Nielsen Book Data)
(source: Nielsen Book Data)
- Online
Education Library (Cubberley)
Education Library (Cubberley) | Status |
---|---|
Stacks | Request (opens in new tab) |
LB14.7 .N63 2016 | Unknown |
- Noddings, Nel.
- New York, NY : Cambridge University Press, 2015
- Description
- Book — 207 pages ; 23 cm
- Summary
-
- Introduction--
- 1. Unity of purpose--
- 2. Vocational programs--
- 3. What might have been: women's traditional interests--
- 4. A better adult: continuing the search--
- 5. Parenting--
- 6. The Common Core Standards--
- 7. Critical thinking--
- 8. Collegiality, caring, and continuity--
- 9. The curriculum and its setting--
- 10. Planning, enacting, evaluating--
- 11. The professional preparation of teachers--
- 12. Reflecting on the brighter vision.
- (source: Nielsen Book Data)
(source: Nielsen Book Data)
- Online
Education Library (Cubberley)
Education Library (Cubberley) | Status |
---|---|
Stacks | Request (opens in new tab) |
LB1607.5 .N64 2015 | Unknown |
- Noddings, Nel author.
- Cambridge : Cambridge University Press, 2015.
- Description
- Book — 1 online resource (211 pages) : digital, PDF file(s).
- Summary
-
- Introduction--
- 1. Unity of purpose--
- 2. Vocational programs--
- 3. What might have been: women's traditional interests--
- 4. A better adult: continuing the search--
- 5. Parenting--
- 6. The Common Core Standards--
- 7. Critical thinking--
- 8. Collegiality, caring, and continuity--
- 9. The curriculum and its setting--
- 10. Planning, enacting, evaluating--
- 11. The professional preparation of teachers--
- 12. Reflecting on the brighter vision.
- (source: Nielsen Book Data)
(source: Nielsen Book Data)
EDUC-208B-01
- Course
- EDUC-208B-01 -- Curriculum Construction
- Instructor(s)
- Pope, Denise Clark
- Noddings, Nel, author.
- Second edition, updated. - Berkeley, California : University of California Press, [2013]
- Description
- Book — 1 online resource (xxiv, 226 pages)
- Summary
-
- ACKNOWLEDGMENTS PREFACE TO THE 2013 EDITION PREFACE TO THE 2003 EDITION INTRODUCTION
- 1. WHY CARE ABOUT CARING? The fundamental nature of caring What does it mean to care? Problems arising in the analysis of one-caring The cared-for Aesthetical caring Caring and acting Ethics and caring
- 2. THE ONE-CARING Receiving Thinking and feeling: turning points Guilt and courage Women and caring Circles and chains Asymmetry and reciprocity in caring The ethical ideal and the ethical self Rules and conflicts
- 3. THE CARED-FOR The one-caring's attitude and its effects Apprehension of caring necessary to the caring relationship-- unequal meetings Reciprocity The ethics of being cared for
- 4. AN ETHIC OF CARING From natural to ethical caring Obligation Right and wrong The problem of justification Women and morality: virtue The toughness of caring
- 5. CONSTRUCTION OF THE IDEAL The nature of the ideal Constraints and attainability Diminished ethical capacity Nurturing the ideal Maintaining the ideal
- 6. ENHANCING THE IDEAL: JOY Our basic reality and affect How should we describe emotion? Perception and emotion: the object of emotion and its appraisal Emotions as reasons Joy as exalted Receptivity and joy in intellectual work Joy as basic affect
- 7. CARING FOR ANIMALS, PLANTS, THINGS AND IDEAS Our relation with animals Our relation to plants Things and ideas Summary
- 8. MORAL EDUCATION What is moral education? The one-caring as teacher Dialogue Practice Confirmation Organizing schools for caring AFTERWORD NOTES SELECT BIBLIOGRAPHY INDEX.
- (source: Nielsen Book Data)
(source: Nielsen Book Data)
- Noddings, Nel author.
- 2nd ed., updated. - Berkeley, California : University of California Press, c2013.
- Description
- Book — xxiv, 226 p. ; 23 cm
- Summary
-
- ACKNOWLEDGMENTS PREFACE TO THE 2013 EDITION PREFACE TO THE 2003 EDITION INTRODUCTION
- 1. WHY CARE ABOUT CARING? The fundamental nature of caring What does it mean to care? Problems arising in the analysis of one-caring The cared-for Aesthetical caring Caring and acting Ethics and caring
- 2. THE ONE-CARING Receiving Thinking and feeling: turning points Guilt and courage Women and caring Circles and chains Asymmetry and reciprocity in caring The ethical ideal and the ethical self Rules and conflicts
- 3. THE CARED-FOR The one-caring's attitude and its effects Apprehension of caring necessary to the caring relationship-- unequal meetings Reciprocity The ethics of being cared for
- 4. AN ETHIC OF CARING From natural to ethical caring Obligation Right and wrong The problem of justification Women and morality: virtue The toughness of caring
- 5. CONSTRUCTION OF THE IDEAL The nature of the ideal Constraints and attainability Diminished ethical capacity Nurturing the ideal Maintaining the ideal
- 6. ENHANCING THE IDEAL: JOY Our basic reality and affect How should we describe emotion? Perception and emotion: the object of emotion and its appraisal Emotions as reasons Joy as exalted Receptivity and joy in intellectual work Joy as basic affect
- 7. CARING FOR ANIMALS, PLANTS, THINGS AND IDEAS Our relation with animals Our relation to plants Things and ideas Summary
- 8. MORAL EDUCATION What is moral education? The one-caring as teacher Dialogue Practice Confirmation Organizing schools for caring AFTERWORD NOTES SELECT BIBLIOGRAPHY INDEX.
- (source: Nielsen Book Data)
(source: Nielsen Book Data)
Green Library
Green Library | Status |
---|---|
Find it Stacks | Request (opens in new tab) |
BJ1475 .N62 2013 | Unknown |
- Noddings, Nel.
- New York : Teachers College Press, [2013]
- Description
- Book — xi, 179 pages ; 24 cm
- Summary
-
Eminent educational philosopher Nel Noddings draws on John Dewey's foundational work to reimagine education's aims and curriculum for the 21st century. Noddings looks at education as a multi-aim enterprise in which schools must address needs in all three domains of life: home and family, occupational, and civic. She raises critical questions about the current enthusiasm for standardisation, the search for "one-best-way" solutions, and the practice of maintaining a sharp separation between the disciplines. Comprehensive in its scope, chapters examine the liberal arts curriculum, vocational education, restructuring secondary school, extracurricular activities, national and global citizenship, critical thinking, and moral education. Noddings argues that we must find ways to preserve our commitment to democratic values while adapting to the societal changes that have occurred since Dewey wrote <em>Democracy and Education</em> almost a century ago. She urges not only a critical appraisal of current practice but also a cooperative and imaginative exploration of the future.
(source: Nielsen Book Data)
- Online
Education Library (Cubberley)
Education Library (Cubberley) | Status |
---|---|
Stacks | Request (opens in new tab) |
LB1025.3 .N63 2013 | Unknown |
- Noddings, Nel.
- Cambridge ; New York : Cambridge University Press, 2012.
- Description
- Book — vii, 182 p. ; 23 cm.
- Summary
-
- 1. The centrality of war in history--
- 2. Destruction--
- 3. Masculinity and the warrior--
- 4. Patriotism--
- 5. Hatred--
- 6. Religion--
- 7. Pacifism--
- 8. Women and war--
- 9. Existential meaning--
- 10. The challenge to education.
- (source: Nielsen Book Data)
(source: Nielsen Book Data)
- Online
Green Library
Green Library | Status |
---|---|
Find it Stacks | Request (opens in new tab) |
JZ5534 .N63 2012 | Unknown |
- Noddings, Nel.
- Cambridge ; New York : Cambridge University Press, 2012.
- Description
- Book — 1 online resource (vii, 182 pages)
- Summary
-
- 1. The centrality of war in history--
- 2. Destruction--
- 3. Masculinity and the warrior--
- 4. Patriotism--
- 5. Hatred--
- 6. Religion--
- 7. Pacifism--
- 8. Women and war--
- 9. Existential meaning--
- 10. The challenge to education.
- (source: Nielsen Book Data)
(source: Nielsen Book Data)
12. Philosophy of education [2012]
- Noddings, Nel.
- 3rd ed. - Boulder : Westview Press, c2012.
- Description
- Book — xvii, 284 p. : ill. ; 23 cm.
- Summary
-
- LIST OF FIGURES PREFACE ACKNOWLEDGEMENTS
- 1 Philosophy of Education Before the Twentieth Century Socrates and Plato Aristotle Rousseau Pestalozzi, Herbart, and Froebel Summary Questions Introduction to the Literature
- 2 The Philosophical and Educational Thought of John Dewey Dewey's Philosophical Orientation The Meaning and Aims of Education Dewey's Psychology Dewey's Theory of Knowledge Democracy and Education The Place of Subject Matter Dewey Today: An Assessment Summary Questions Introduction to the Literature
- 3 Analytic Philosophy Philosophical Analysis in Education The Analysis of Teaching Current Analyses of Teaching Summary Questions Introduction to the Literature
- 4 Continental Philosophy Existentialism Phenomenology Critical Theory Hermeneutics Postmodernism Summary Questions Introduction to the Literature
- 5 Logic and Critical Thinking Formal Logic Informal Logic McPeck's View of Critical Thinking An Alternative Approach Summary Questions Introduction to the Literature
- 6 Epistemology and Education Justified True Belief Foundationalism Truth Nonfoundational Theories of Knowledge Epistemology and Education Constructivism Summary Questions Introduction to the Literature
- 7 Philosophy of Social Science and Educational Research How Does Science Grow? A Debate in Educational Research Some Examples Summary Questions Introduction to the Literature
- 8 Ethics and Moral Education Pre-Enlightenment Ethics Enlightenment Ethics Utilitarianism Deweyan Ethics Moral Education Cognitive Developmentalism Summary Questions Introduction to the Literature
- 9 Social and Political Philosophy The Current Debate Justice and Equality in Education Summary Questions Introduction to the Literature
- 10 Problems of School Reform Equality Accountability Standards Testing Summary Questions Introduction to the Literature
- 11 Multiculturalism and Cosmopolitanism Multiculturalism Cosmopolitanism The Educator's Dilemma Summary Questions Introduction to the Literature
- 12 Feminism, Philosophy, and Education Feminist Critiques of Philosophy Epistemology Philosophy of Social Science Ethics Care and Education Summary Questions Introduction to the Literature NOTES BIBLIOGRAPHY INDEX.
- (source: Nielsen Book Data)
(source: Nielsen Book Data)
- Online
Education Library (Cubberley)
Education Library (Cubberley) | Status |
---|---|
Stacks | Request (opens in new tab) |
LB14.7 .N63 2012 | Unknown |
13. The maternal factor : two paths to morality [2010]
- Noddings, Nel.
- Berkeley : University of California Press, c2010.
- Description
- Book — viii, 289 p. ; 21 cm.
- Summary
-
- Contents Acknowledgments Introduction
- 1. The Evolution of Morality
- 2. The Caring Relation
- 3. Ethical Caring and Obligation
- 4. The Limits of Autonomy
- 5. Relation, Virtue, and Religion
- 6. Emotions and Reason
- 7. Needs, Wants, and Interests
- 8. War and Violence
- 9. Convergence Notes Bibliography Index.
- (source: Nielsen Book Data)
(source: Nielsen Book Data)
Green Library
Green Library | Status |
---|---|
Find it Stacks | Request (opens in new tab) |
BJ1475 .N625 2010 | Unknown |
14. The maternal factor : two paths to morality [2010]
- Noddings, Nel.
- Berkeley : University of California Press, 2010.
- Description
- Book — 1 online resource (viii, 289 pages) Digital: data file.
- Summary
-
- Contents Acknowledgments Introduction
- 1. The Evolution of Morality
- 2. The Caring Relation
- 3. Ethical Caring and Obligation
- 4. The Limits of Autonomy
- 5. Relation, Virtue, and Religion
- 6. Emotions and Reason
- 7. Needs, Wants, and Interests
- 8. War and Violence
- 9. Convergence Notes Bibliography Index.
- (source: Nielsen Book Data)
(source: Nielsen Book Data)
15. When school reform goes wrong [2007]
- Noddings, Nel.
- New York : Teachers College, Columbia University, c2007.
- Description
- Book — vii, 93 p. ; 24 cm.
- Summary
-
In this much-needed volume, Nel Noddings uses her extensive experience at every level of schooling to challenge the No Child Left Behind Act (NCLB). Noddings invites readers to think critically about the ideas underlying NCLB, the reform movement that shaped it, and the processes it has put into play. She considers such questions as, Is money the answer to raising test scores? Are failing schools mainly attended by poor children, or are all of our schools failing? Do all students need courses in advanced mathematics, physics, and chemistry? Should special education students be expected to meet the same standards as regular students? Does one standard curriculum serve the needs and interests of all students? Does our current system of schooling undermine the democracy it should support?This dynamic book: challenges almost every provision in the No Child Left Behind Act; argues for educationally justifiable interpretations of equality, accountability, standards, testing, and choice; suggests an educationally and morally acceptable way of employing an enriched form of tracking to meet the needs of all students; and, considers what is at stake for our children, schools, and democracy and offers suggestions for fresh thinking.
(source: Nielsen Book Data)
- Online
Education Library (Cubberley)
Education Library (Cubberley) | Status |
---|---|
Stacks | Request (opens in new tab) |
LA217 .N63 2007 | Unknown |
- Noddings, Nel.
- Cambridge ; New York : Cambridge University Press, 2006.
- Description
- Book — vii, 319 p.
- Summary
-
- Acknowledgments-- Introduction--
- 1. Learning and self-understanding--
- 2. The psychology of war--
- 3. House and home--
- 4. Other people--
- 5. Parenting--
- 6. Animals and nature--
- 7. Advertising and propaganda--
- 8. Making a living--
- 9. Gender--
- 10. Religion--
- 11. Preparing our schools-- Notes-- Bibliography.
- (source: Nielsen Book Data)
(source: Nielsen Book Data)
- Noddings, Nel.
- New York : Cambridge University Press, 2006.
- Description
- Book — vii, 319 p. ; 24 cm.
- Summary
-
- Acknowledgments-- Introduction--
- 1. Learning and self-understanding--
- 2. The psychology of war--
- 3. House and home--
- 4. Other people--
- 5. Parenting--
- 6. Animals and nature--
- 7. Advertising and propaganda--
- 8. Making a living--
- 9. Gender--
- 10. Religion--
- 11. Preparing our schools-- Notes-- Bibliography.
- (source: Nielsen Book Data)
(source: Nielsen Book Data)
- Online
SAL3 (off-campus storage)
SAL3 (off-campus storage) | Status |
---|---|
Stacks | Request (opens in new tab) |
BF441 .N63 2006 | Available |
- Noddings, Nel.
- Cambridge ; New York : Cambridge University Press, 2006.
- Description
- Book — 1 online resource (vii, 319 pages)
- Summary
-
- Learning and self-understanding
- The psychology of war
- House and home
- Other people
- Parenting
- Animals and nature
- Advertising and propaganda
- Making a living
- Gender
- Religion
- Preparing our schools.
(source: Nielsen Book Data)
- Noddings, Nel.
- 2nd ed. - New York : Teachers College Press, c2005.
- Description
- Book — xxvi, 193 p. ; 23 cm.
- Summary
-
In this second edition of her educational text, Noddings suggests that if we make the responsiveness characteristic of caring more basic than accountability, we can accommodate both traditional and progressive preferences in one school system to the benefit of all... especially the children.
(source: Nielsen Book Data)
- Online
Green Library, Education Library (Cubberley)
Green Library | Status |
---|---|
Find it Bender Room | Request (opens in new tab) |
LC311 .N57 2005 | In-library use |
Education Library (Cubberley) | Status |
---|---|
Stacks | Request (opens in new tab) |
LC311 .N57 2005 | Unknown |
- Noddings, Nel.
- 2nd ed - New York : Teachers College Press, ©2005
- Description
- Book — 1 online resource (xxvi, 193 pages)
- Summary
-
- Shallow educational response to deep social change
- Caring
- Beyond the disciplines : a critique of liberal education
- An alternative vision
- Caring and continuity
- Caring for self
- Caring in the inner circle
- Caring for strangers and distant others
- Caring for animals, plants, and the Earth
- Caring for the human-made world
- Caring for ideas
- Getting started in schools
(source: Nielsen Book Data)
- Online
-
- EBSCOhost Access limited to 2 simultaneous users
- Google Books (Full view)
EDUC-208B-01
- Course
- EDUC-208B-01 -- Curriculum Construction
- Instructor(s)
- Pope, Denise Clark
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