Apologies for taking this route for communicating mundane information--but
could you please unsubscribe me. Thanks. Judy
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Date: 10/21/97 12:12 PM
To: Judy Wasser
From: xmca who-is-at weber.ucsd.edu
Peter Smagorinsky wrote:
>
> Hello, new topic: I'm working on a paper that assumes that a teacher's
> conception of an ideal adult suggests a teaching philosophy and consequent
> instructional approach, classroom structure, etc. Not an original
> proposition, of course, but a premise to work from. To help launch the
> paper I'm trying to review different conceptions of the ideal adult, as
> advocated in various publications. The following paragraph is from a
> working draft of the paper I'm writing. In it I identify a series of
> different traits of an ideal adult that theorists (mostly from education)
> have advocated. What I'm wondering is, can you think of others? To be
> more specific: I'm looking for ideal notions that are *advocated* rather
> than *critiqued*. And so, while many have criticized schools for valuing
> conformity and thus adopting production-line methods, I'm less familiar
> with publications in which someone argues in favor of such a system.
> Suggestions are welcome on- or off-net. For my purposes, I'd appreciate
> complete bibliographic references.
>
> Thanks, Peter
>
> Stated more simply, a Vygotskian perspective would hold that the
social
> and physical organization of schooling implies and encourages an ideal
> student and, eventually, adult and citizen. Educators thus need to be
> attentive to the ways in which cultural tools and signs mediate learning
> and deliberately structure the school environment so as to promote
> development toward the notion of the ideal adult. The notion of what
> constitutes an ideal adult, however, is under dispute, viewed variously as
> one who is caring (Noddings, 1993), subversive (Postman, 19xx), thoughtful
> (Brown, 1993), culturally literate (Hirsch, 1987), civic-minded (Stotsky,
> 1991), imaginative (Bogdan, 1992), joyous (Newman, 1996), virtuous
> (Bennett, 1993), politically liberated (Freire, 1970), scientific (Piaget,
> 1952), skeptical (Foucault, 1972), reflective (Schon, 1991), free (Greene,
> 1988), domestic (Martin, 1995), inquiring (Dewey, 1960), and so on. While
> not necessarily incompatible, these different visions can suggest the need
> to promote different frameworks for thinking and conceptions of human
> purpose and thus engagement in different social and intellectual practices.
Peter, I think your work is very interesting, and the references you
wrote are a good way do begin. I wrote my Ph.D thesis about the
conception of Educator from a brasilian philosopher, and he (Durmeval
Trigueiro Mendes) wrote also about the ideal adult. Unhappily there is
not a translation to english of his books.The most important is:
Filosofia da educacao brasileira - Ed. Civilizacao brasileira 1983. I
have an abstract in english in my work. This philosopher thought about
an adult who must be a citizen and consequently and educator. he is not
like Paulo Freire, who you already know. if you want something else, we
can change ideas. maria judith lins
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Date: Tue, 21 Oct 1997 12:58:22 -0200
From: maria judith <costlins who-is-at ism.com.br>
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Subject: Re: the ideal adult
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