Noddings’ “Critical Lessons” May be Particularly Critical at the Elementary Level.
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| Title: | Noddings’ “Critical Lessons” May be Particularly Critical at the Elementary Level. |
|---|---|
| Authors: | Libresco, Andrea S. |
| Source: | Theory Into Practice. Fall2018, Vol. 57 Issue 4, p281-288. 8p. |
| Subjects: | Noddings, Nel, 1929-2022, Elementary education, School children, Elementary school teachers, Discourse groups, Classroom learning centers |
| Abstract: | This article explores Nel Noddings’ conception of pedagogical neutrality and its meanings and implications for classroom conversations, particularly at the elementary grade levels. It examines the selection of issues for classroom discourse and the importance of teachers purposefully exposing students to arguments and data with which they may be less familiar, especially in more polarized settings. The piece also discusses the extent to which younger students can grapple with controversial issues, and the arguments for and against elementary teachers sharing their views with their students. The piece concludes with examples of, and guidelines for, facilitating effective discussions of controversial issues at the primary and intermediate elementary levels. [ABSTRACT FROM AUTHOR] |
| Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 132729369 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Noddings’ “Critical Lessons” May be Particularly Critical at the Elementary Level. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Libresco%2C+Andrea+S%2E%22">Libresco, Andrea S.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Theory+Into+Practice%22">Theory Into Practice</searchLink>. Fall2018, Vol. 57 Issue 4, p281-288. 8p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Noddings%2C+Nel%2C+1929-2022%22">Noddings, Nel, 1929-2022</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+school+teachers%22">Elementary school teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+groups%22">Discourse groups</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+learning+centers%22">Classroom learning centers</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article explores Nel Noddings’ conception of pedagogical neutrality and its meanings and implications for classroom conversations, particularly at the elementary grade levels. It examines the selection of issues for classroom discourse and the importance of teachers purposefully exposing students to arguments and data with which they may be less familiar, especially in more polarized settings. The piece also discusses the extent to which younger students can grapple with controversial issues, and the arguments for and against elementary teachers sharing their views with their students. The piece concludes with examples of, and guidelines for, facilitating effective discussions of controversial issues at the primary and intermediate elementary levels. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=132729369 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00405841.2018.1518646 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 281 Subjects: – SubjectFull: Noddings, Nel, 1929-2022 Type: general – SubjectFull: Elementary education Type: general – SubjectFull: School children Type: general – SubjectFull: Elementary school teachers Type: general – SubjectFull: Discourse groups Type: general – SubjectFull: Classroom learning centers Type: general Titles: – TitleFull: Noddings’ “Critical Lessons” May be Particularly Critical at the Elementary Level. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Libresco, Andrea S. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Fall2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 00405841 Numbering: – Type: volume Value: 57 – Type: issue Value: 4 Titles: – TitleFull: Theory Into Practice Type: main |
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