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Explores the nature and role of wisdom in education.
Modern scholarship has struggled to come to terms with the meaning of wisdom and its significance in the field of education. This book examines the importance of pursuing wisdom in schools by turning to ancient and medieval sources for clarification concerning the nature of wisdom. Sean Steel argues that our current emphasis on the development of rigorous critical-analytic thinking skills, on assessment, and on accountability in education has negatively impacted the ability of schools to foster an environment in which both students and teachers might pursue wisdom. Although in recent times efforts have been made to incorporate the pursuit of wisdom into schools through Philosophy for Children (P4C) and contemplative education programming, such initiatives have missed their mark. Steel therefore recommends not more accountability in education for the purpose of ensuring global competitiveness, but rather the institutional promotion of periods of leisure or schole in the school day.
Drawing upon his own experiences as a teacher who has tried to encourage students to search for wisdom, the author discusses some of the challenges and pitfalls of wisdom seeking. He also offers examples of various wisdom-seeking activities that might bear fruit in the classroom.
- Sales Rank: #960258 in Books
- Published on: 2015-01-02
- Original language: English
- Number of items: 1
- Dimensions: 9.00" h x .91" w x 6.00" l, .0 pounds
- Binding: Paperback
- 362 pages
Review
This volume will be appreciated by those interested in the intensive application of classic Greek philosophy to current educational practice and to a critique of current contemplative pedagogical movements. Teaching Theology and Religion"
About the Author
Sean Steel is a public school teacher and a Sessional Instructor at the University of Calgary.
Most helpful customer reviews
1 of 1 people found the following review helpful.
This book has helped me understand better what I’m doing when I’m meditating or leading my ...
By Larry Rosen
I came to this book as someone who has been practicing contemplative education in my classroom for a number of years. I don’t have much prior knowledge of philosophy, and so some of this book was hard for me. Plus, I never really associated philosophy with contemplative education, to be perfectly honest. I didn’t think the two things were related. When you read most things written on contemplative education, you don’t get the sense they are either.
Steel’s book changed my view on that. I didn’t know that contemplation is what philosophy is all about or that the contemplative life was originally the philosophic life. That was an eye opener. I always thought that philosophy’s intense thinking was opposite to emptying the mind, and learning to let things go. Honestly, the two things still feel at odds with one another for me, but Steel’s book challenged me to start questioning that supposition. While I still much prefer meditation and mindfulness exercises to philosophy, this book gave me some food for thought. I think I might try including some philosophic inquiry in my teaching from now on when I lead my students in daily mindfulness exercises. I get now how both approaches are aimed at wisdom. I also appreciate how the author warns teachers about some of the ways that contemplative education can go off the rails when it is taken up in the classroom if wisdom isn’t made the real reason for it. This book has helped me understand better what I’m doing when I’m meditating or leading my students in contemplative exercises.
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