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Being a teacherfrom technicist to existential accounts, in conversation with Jean-Paul Sartre /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Being a teacherby Alison M. Brady.
Reminder of title:	from technicist to existential accounts, in conversation with Jean-Paul Sartre /
Author:	Brady, Alison M.
Published:	Singapore :Springer Nature Singapore :2022.
Description:	xiii, 194 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	TeachingPhilosophy.
Online resource:	https://doi.org/10.1007/978-981-19-7323-9
ISBN:	9789811973239$q(electronic bk.)

Being a teacherfrom technicist to existential accounts, in conversation with Jean-Paul Sartre /
Brady, Alison M.

Being a teacherfrom technicist to existential accounts, in conversation with Jean-Paul Sartre /[electronic resource] :by Alison M. Brady. - Singapore :Springer Nature Singapore :2022. - xiii, 194 p. :ill., digital ;24 cm. - Contemporary philosophies and theories in education,v. 192214-9767 ;. - Contemporary philosophies and theories in education ;v.4..

1. Introduction -- Part I. Evaluating Teachers -- 2. Self-Evaluation and the Technicist Logic of Teaching -- Part II. Sartre, Existentialism and Education -- 3. Navigating Vocabularies: Transitioning from Policy to Existentialism -- 4. Putting Oneself into Words: Sartre and the Production of Selfhood -- 5. Freedom and Facticity in the Classroom -- 6. Bad Faith, Sincerity and the Role of the Teacher -- 7. The Look of the Other and the Experience of Teaching: The Failure of Solipsism and the Pursuit of Vulnerability -- Part III. Accounting for Oneself in Teaching -- 8. Parrhesia, Bad Faith and Accounting for Oneself -- 9. Towards an Existentialist Account of Teaching -- 10. Concluding Thoughts and Reflections -- Appendices.

This book re-conceptualizes teaching through an engagement with Jean-Paul Sartre's early existentialist thought. Against the grain of teacher accountability, it turns to the demanding account of being human in Sartre's thought, on the basis of which an alternative account of teaching can be developed. It builds upon Sartre's key concepts related to the self, freedom, bad faith, and the Other, such that they might open up original ways of thinking about the practices of teaching. Indeed, given the everyday complexities that characterize teaching, as well as the vulnerabilities and uncertainty that it so often involves, this book ultimately aims to create a space in which to reimagine forms of accounting that move from technicist ways of thinking to existential sensitivity in relation to one's practice as a teacher.

ISBN: 9789811973239$q(electronic bk.)

Standard No.: 10.1007/978-981-19-7323-9doiSubjects--Personal Names:

305774
Sartre, Jean-Paul,
1905-1980.Subjects--Topical Terms:

512152
Teaching
--Philosophy.

LC Class. No.: LB1027

Dewey Class. No.: 371.102

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505 0 $a 1. Introduction -- Part I. Evaluating Teachers -- 2. Self-Evaluation and the Technicist Logic of Teaching -- Part II. Sartre, Existentialism and Education -- 3. Navigating Vocabularies: Transitioning from Policy to Existentialism -- 4. Putting Oneself into Words: Sartre and the Production of Selfhood -- 5. Freedom and Facticity in the Classroom -- 6. Bad Faith, Sincerity and the Role of the Teacher -- 7. The Look of the Other and the Experience of Teaching: The Failure of Solipsism and the Pursuit of Vulnerability -- Part III. Accounting for Oneself in Teaching -- 8. Parrhesia, Bad Faith and Accounting for Oneself -- 9. Towards an Existentialist Account of Teaching -- 10. Concluding Thoughts and Reflections -- Appendices.
520 $a This book re-conceptualizes teaching through an engagement with Jean-Paul Sartre's early existentialist thought. Against the grain of teacher accountability, it turns to the demanding account of being human in Sartre's thought, on the basis of which an alternative account of teaching can be developed. It builds upon Sartre's key concepts related to the self, freedom, bad faith, and the Other, such that they might open up original ways of thinking about the practices of teaching. Indeed, given the everyday complexities that characterize teaching, as well as the vulnerabilities and uncertainty that it so often involves, this book ultimately aims to create a space in which to reimagine forms of accounting that move from technicist ways of thinking to existential sensitivity in relation to one's practice as a teacher.
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