Corina Martin-Iordache. Education with Meaning. A Teacher's Jorunal from the Years of the Covid-19 Pandemic 2019-2021
Notice bibliographique
Résumé
s book is organised as a kaleidoscopic display of thoughts and beliefs about key issues pertaining to education, organised in five parts and thirty-five sub-sections, each presenting a distinct point of view (political, philosophical, historical, cultural, moral, and ethical).The thirty-five sections, which function like a collection of separate journal entries, allow the author to explore key concepts, such as one's purpose in life, the pursuit of happiness, social strata, social action, identity and their impact on educational policies and practices across time, from antiquity to modern times, from Europe to North America, Canada.From the introduction, readers find out a little about teacher Corina Martin-Iordache, who, with thirty years of experience as a teacher and an education that brought her into contact with Julia Kristeva and J. E. Chamberlain, sets out to explore how education opens doors for human fulfilment.The first lens proposed by the author is that of political views that impact education, which shift between liberal, conservative, or socialist, in the section called "Defining concepts: Morality, Ethics and Liberalism".Starting from Kant's view of reason as the basis of any moral and ethical system and the definition of freedom as submission to laws that serve both the individual, and the larger community, the author moves through Blackburn's claim to balance between rights, freedoms and compromises through critical thinking and the exercise of healthy debate of moral and ethical issues, only to reach the concept of liberalism and the evolution of liberal thought from the Enlightenment age to the 20 th century: "Thus critical thinking shaped by quality education becomes a key element in the healthy evolution of any society" (7)In the section "Reforming Society through education", the author takes further the idea of political liberalism to its transfer for the educational system and the birth of concepts such as child-centred education, individual learner and critical thinking.She skilfully explores these key concepts as they came under the scrutiny of John Dewey at the beginning of the 20 th century and comments on the importance of developing critical thinking "in the age of social media, fake news, trolls and influencers [...] since rising populist thinking and mob mentality threaten the very fabric of our society" (9).The next few journal entries continue the idea of freedom and critical thinking with a focus on the idea of reform of the educational
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Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,002 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».