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The Ideal of the Educated Teacher. "Reclaiming a Conversation" with Louisa May Alcott
... In My Heart and My Flesh, Roberts examines "the human being with all the advantages of education and culture" who at the same time lacks the sense of knowing where to find "morality," "order," and "significance" (Rovit 1960, 47). Theodosia embodies Roberts' vision of the inadequacy and even tragedy of the traditional ideal of education noted by Martin (1985) and Laird (1988Laird ( , 1991. In her notes on My Heart and My Flesh, Roberts expresses her view of Theodosia as "a wondering spirit, a lost thing" with only "partial consciousness" possessing ironically a "rich insufficiency" of life. 2 Roberts sees Theodosia's assets as precipitating a condition that needs to be taken down to the "bare breath" of life, and afterward built back up, which transforms the novel from "an agony of naturalistic despair" into a novel that "leads us from death into life" (Campbell and Foster,167). ...
... In My Heart and My Flesh, Roberts examines "the human being with all the advantages of education and culture" who at the same time lacks the sense of knowing where to find "morality," "order," and "significance" (Rovit 1960, 47). Theodosia embodies Roberts' vision of the inadequacy and even tragedy of the traditional ideal of education noted by Martin (1985) and Laird (1988Laird ( , 1991. In her notes on My Heart and My Flesh, Roberts expresses her view of Theodosia as "a wondering spirit, a lost thing" with only "partial consciousness" possessing ironically a "rich insufficiency" of life. 2 Roberts sees Theodosia's assets as precipitating a condition that needs to be taken down to the "bare breath" of life, and afterward built back up, which transforms the novel from "an agony of naturalistic despair" into a novel that "leads us from death into life" (Campbell and Foster,167). ...
... Theodosia becomes a teacher who, in sharp contrast to her former music teacher, uses her musically ability to help her students learn. Theodosia exemplifies the new ideal of teacher that shows care for, concern about, and connection with her students, using her own education as gift (Martin 1985(Martin , 2006Laird 1988): ...
... 6. In a useful commentary, Susan Laird, a leading feminist in curriculum studies, makes the thought-provoking observation that Mrs. Jo, as the children call her, is a school teacher but not a classroom teacher (Laird, 1991). ...
This article discusses three schools and considers what lessons modern educators might learn from them. The first school described is the Malting House school, where Susan Isaacs taught for several years. The Malting House school, which existed from 1924 to 1929 in Cambridge, England, teaches the lesson of looking, with attention, at everything that children do. The second school discussed is a present-day primary classroom in Hertfordshire, England, where the teaching methods of Annabelle Dixon are described. This classroom demonstrates the relationship between an educators core values and her pedagogical practices. The third school discussed is Louisa May Alcotts fictional school, Plumfield. The lesson learned from this school is the importance of the imagination, which teaches us to aspire to a more just and harmonious society.
The aim of the study was to evaluate the content, occurrence, and leachability of arsenic (As), lead (Pb), and thallium (Tl) in wastes from coal cleaning processes with respect to the safe management of this waste. The study focused on wastes resulting from the wet gravitation and flotation processes employed for the purposes of coking coal cleaning in four coal mines situated in the Upper Silesian Coal Basin (Poland). The scope of the study included (i) determination of the content of these elements in the investigated wastes using atomic absorption spectrometry, (ii) evaluation of their mode of occurrence using electron microprobe analysis, and (iii) preliminary assessment of their leachability in deionized water. The content of the analyzed elements in the examined samples of coal waste was twice as high as the average content of these elements in the Earth’s crust. The contents of As and Pb, however, did not exceed their permissible contents in inert waste in accordance with Polish legal regulations based on EU directives. The limit on the content of Tl is not specified by these regulations, but its amount in the examined samples was similar to that occurring in the soils. Moreover, leaching tests have shown that these elements are hardly eluted from the analyzed material. Their content in the water leachates was generally lower than the detection limit of the analytical method, complying with the standards for good and very good water quality. Low leachability of these elements most probably results from their mode of occurrence in the investigated wastes. The chemical analysis using an electron microprobe and the analysis of the correlation between these elements, e.g., total and pyritic sulfur, have shown that Pb, As, and Tl are mainly found in sulfide minerals which are characterized by negligible solubility. In conclusion, the investigated hard coal processing waste does not constitute a threat to the environment and can be commercially used or safely neutralized, e.g., by landfilling.
Phosphorus and nitrogen can be recovered through controlled crystallization of struvite (MgNH4PO4 6H2O) from digested sludge streams, reached in N, P, Mg (as the result of microorganisms activity) in WWTP. Recovered struvite can be sold as valuable fertilizer. In the paper the results of research on the influence of molar ratio of struvite components, temperature and residence time on the process efficiency were investigated. Various dependences were observed, and as the final result it is supposed to state the process conditions, which allow to obtain product, valuable from economical and ecological point of view.
Reclamation work denotes the process of uncovering the lost contributions of women to the philosophy of education, analyzing their works, making them accessible to a larger audience, and (re)introducing them to the historical record and canon. Since the 1970s, scholars have been engaged in the reclamation work, thus making available to students, professors, and researchers a rich and varied perspective for tracing the evolution of educational thought. This article shares the responses of undergraduate and graduate students to discussing the reclamation work and canonical formation in their Philosophy of Education course. Two of the benefits most commonly cited by students involve learning a fuller, more accurate picture of history and ameliorating contemporary gender inequity. We assert that the traditional canon and syllabi for Philosophy of Education and Social Foundation courses could be enriched through the inclusion of works that trace the tradition of women's intellectual thought.
College professors seek to create intellectual experiences that free students from false perceptions and incomplete truths. This article explores one curricular decision and an accompanying pedagogical approach which, the authors argue, facilitates such a liberating experience. In the online environment of WebCT, students post their reactions to course readings, including a null curriculum consisting of a few examples of a complex body of literature by and about heretofore lost women writers. What we believe emerges from the students’ words is, first, that they feel awakened to their own unconscious complicity in perpetuating and normalising a male-dominated body of literature; second, the female students report experiencing an increased sense of empowerment because they believe that contemporary woman’s self-identity is intimately joined to the experiences and accomplishments of their scholarly female predecessors. The authors argue that the curricular choice to expose students to the women’s works, aided by the pedagogical decision to require online responses to these works, offers benefits for students and professors alike.
Women have played an undeniable part in shaping the history of philosophy and philosophy of education for at least 1,000 years. Yet, current anthologies, encyclopedias, and textbooks in the field rarely recognize large numbers of women's works as consequential to our understanding of the development of educational topics and debates. This article, using the work of Herrad of Hohenbourg (1100s), Julian of Norwich (1342-c.1429), Christine de Pisan (c.1364-c.1430), and Mary Astell (1666-1731) traces women's early philosophical arguments concerning their own nature and the purposes of education. The author argue that having access to this tradition will help to remediate false perceptions of women's thought and serve as an empowering legacy for all teachers and students.
Over the past half century, Albert Camus's story ‘The Guest’ has attracted a great deal of scholarly attention. ‘The Guest’ focuses on the ethical dilemmas faced by Daru, a school teacher in Algeria, and the two visitors he receives one day: Balducci, a gendarme, and an unnamed Arab prisoner. This paper addresses Camus's text from an educational point of view. The first section outlines the position taken by Daniel Muhlestein, who analyses ‘The Guest’ in the light of Louis Althusser's distinction between Repressive State Apparatuses (RSAs) and Ideological State Apparatuses (ISAs). The second section provides an alternative educational reading of the text – one based on the moral complexity of the three principal characters. It is argued that the ethical questions raised by ‘The Guest’ are similar to those faced by many teachers, and that this is a story worthy of continuing educational engagement.
In discussing the intellectual and institutional history of the foundations of education, this paper examines the gendered splits in this history, analyzing ways that women have been historically excluded by the politics of academe from contributing to educational theory, being effectively positioned within "women's true profession." Three contradictions between teaching and educational theory are discussed (demographic, normative, and existential). (SM)
by Mr. and Mrs. John Martin. Bibliographical footnotes. From the man's point of view -- A woman's point of view.
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