Exploring+the+Moral+Heart+of+Teaching,+David+T.+Hansen

by David T. Hansen
 * Exploring the Moral Heart of Teaching

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 * __Chapter 1: Overview; Teaching as a Moral and Intellectual Practice__**
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__Chapter 2: Person, Conduct, and Moral Sensibility in Teaching__** Chapter three’s primary focus was growth. Throughout the chapter, there were four descriptive key attitudes a growing person will have. Growth was letting go of the features of the self as much as possible, then cultivating new disposition, knowledge, attitudes, and outlooks. Furthermore, a growing person would exemplify these traits, or as Dewey, would call them “moral traits,” or “personal attitudes,” toward thinking and acting in the world. These traits included straightforwardness, open-mindedness, integrity of purpose, and responsibility. Last, the teachers should indirectly teach the students by means of the environment which lead the reader into chapter four. "There is not, in fact, any such thing as the direct influence of one human being on another." Straightforwardness: Also known as directness, straightforwardness was not to be confused with “self-confidence.” It is a person who pursues what he or she has to do in order to realize and aim or purpose. Open-mindedness: This is the flexibility of the mind and the willingness to consider, or even seek out contrasting view points and different ways of tackling a task. Integrity of purpose: Also known as whole heartedness, which literally means a matter of giving one’s heart and mind over to the endeavor at hand, rather than, say, doing the deed, but thinking of something else while doing it. Responsibility: This is when a person is able to see something through, consider the consequences, and accept them.
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 * __Chapter 3: An Image of a Growing Person That Can Guide a Teacher's Work__**
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Chapter four was centered around Rousseau’s conception of indirect teaching and on Dewey’s reconstruction of it. Rousseau believed that it was the teacher’s job to teach the students while respecting their individuality. Furthermore, as a teacher, you’ll need to honor student’s dignity, agency, and autonomy, even while working hard to educate them. Eventually, allowing individualism will lead to a child reasoning the process of moral regulation which will produce self-disciplined individuals. Dewey furthers Rousseau’s belief and adds that the environment should support teaching and learning. He provides details of how a teacher can bring such an environment into being. Also, he emphasizes on activity and believes that a teacher should engage students in these activities. David Hansen believes that hearing lectures and learning are different, and that teachers should give the children something to do not something to learn.
 * __Chapter 4: Teaching Indirectly and the Dynamics of an Educative Environment__**
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Key Terminology - __Chapter 5: Shaping an Environment for Teaching and Learning__ Summary -** The main focus of chapter 5 is Hansen's idea of using discussion as an instructional method, which he calls Focused Discussion. He talks about the importance of dialogue through lessons rather than simply lecturing. He goes on to explain that this includes talking with students, listening to their ideas, allowing each other (the teacher and student) to express their thoughts out loud, and also questioning concepts as well each others ideas. He discusses how the Focused Discussion is not limited to the classroom. The discussion goes beyond classroom walls; it includes meetings in his office, hallways, and orientation sessions. In short, it includes all interaction with his students. He then goes on to further explain and support his idea in three points. First, Focused Discussion clarifies what is meant by teaching indirectly. Focused Discussion - An idea to promote conversation and involvement with students to promote a positive learning environment. The importance of participation in classroom (and also outside the classroom) discussion. Pedagogical Key Passages - Key Terminology - __Chapter 7: Cultivating a Sense of Tradition in Teaching__ Summary - Key Passages - Key Terminology- __Chapter 8: The Place of Ideals in Teaching__ Summary - Key Passages - Key Terminology** -
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 * __Chapter 6: Teaching and the Sense of Tradition__**
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