Overview

Full Product Details

9781682538982

Table of Contents

Reviews

"""Educators are often asked about their philosophy of teaching, but Furman asks readers to consider teaching as a philosophical endeavor. Through stories from classrooms and beautifully crafted prose, this book captures the deep ethical and moral questions embedded in the mundanely profound and profoundly mundane moments of teaching life.""--Elizabeth Dutro, professor of literacy studies and associate dean of faculty, School of Education, University of Colorado Boulder ""Furman reminds us of the philosophical work that teachers are already doing. She provides clear guidance for teacher educators to support those entering classrooms. Readers will find liberatory practices to develop responsive approaches for navigating the complex ethical terrain of teachers' daily work.""--Doris A. Santoro, professor and chair, Education Department, Bowdoin College ""Furman's book is a fresh perspective, inviting us to imagine teaching beyond standardized learning guides. Centering children's lived experiences, Furman inspires us to do right by children. Compelling classroom examples illustrate how teachers ensure care, grow learners, foster experiential learning, and interrupt and disrupt, urging us to (re)claim our 'why' for teaching.""--Mariana Souto-Manning, president, Erikson Institute ""What a remarkable and desperately needed reminder that no teaching decisions are neutral, and that we can intentionally choose human dignity through the everyday choices we make."" --Carla Shalaby, author of Troublemakers: Lessons in Freedom from Young Children at School"

“Educators are often asked about their philosophy of teaching, but Furman asks readers to consider teaching as a philosophical endeavor. Through stories from classrooms and beautifully crafted prose, this book captures the deep ethical and moral questions embedded in the mundanely profound and profoundly mundane moments of teaching life.” - Elizabeth Dutro, professor of literacy studies and associate dean of faculty, School of Education, University of Colorado Boulder “What a remarkable and desperately needed reminder that no teaching decisions are neutral, and that we can intentionally choose human dignity through the everyday choices we make.” - Carla Shalaby, author of Troublemakers: Lessons in Freedom from Young Children at School “Furman reminds us of the philosophical work that teachers are already doing. She provides clear guidance for teacher educators to support those entering classrooms. Readers will find liberatory practices to develop responsive approaches for navigating the complex ethical terrain of teachers’ daily work.” - Doris A. Santoro, professor and chair, Education Department, Bowdoin College “Furman’s book is a fresh perspective, inviting us to imagine teaching beyond standardized learning guides. Centering children’s lived experiences, Furman inspires us to do right by children. Compelling classroom examples illustrate how teachers ensure care, grow learners, foster experiential learning, and interrupt and disrupt, urging us to (re)claim our ‘why’ for teaching.” - Mariana Souto-Manning, president, Erikson Institute

Author Information

Cara E. Furman is an associate professor of early childhood education at Hunter College and a former teacher. Integrating philosophy and education, she publishes widely and is the coauthor of Descriptive Inquiry in Teacher Practice: Cultivating Practical Wisdom to Create Democratic Schools.

Tab Content 6

Customer Reviews

Recent Reviews

Countries Available