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Tables of Contents for Exploring the Moral Heart of Teaching
Chapter/Section Title
Page #
Page Count
Preface
ix
Overview: Teaching as a Moral and Intellectual Practice
1
19
Conceptions of Teaching Matter
2
5
Deriving the Terms of Teaching from the Practice
7
9
Organization of the Book
16
4
Person, Conduct, and Moral Sensibility in Teaching
20
21
The Person in the Role of Teacher
21
7
Conduct in Teaching
28
4
Moral Sensibility and Teaching
32
7
Conclusion: Entering a World of Meaningful Activity
39
2
An Image of a Growing Person That Can Guide a Teacher's Work
41
20
An Image of a Growing Person
43
14
Conclusion: The Place of Images of Learning and Growth in Teaching
57
4
Teaching Indirectly and the Dynamics of an Educative Environment
61
19
A ``Well-Regulated Freedom''
63
5
Dewey's Reconstruction of Rousseau's Method
68
8
Conclusion: A Conception of Indirect Teaching
76
4
Shaping an Environment for Teaching and Learning
80
34
Background to Focused Discussion
82
4
Inside the Classroom
86
21
Conclusion: The Promise in Teaching Indirectly
107
2
Postscript: Questioning Participation
109
5
Teaching and the Sense of Tradition
114
23
A Living Tradition
116
4
The Influence of Tradition
120
3
Moral Contours of the Sense of Tradition
123
3
The Dynamics of Tradition in Teaching: Questions and Replies
126
11
Cultivating a Sense of Tradition in Teaching
137
20
The Conversation with Tradition
138
6
Engaging the Voice of Tradition
144
5
Reading the Pedagogical Past and Present
149
5
Conclusion: The Sense of Tradition as a Source of Guidance
154
3
The Place of Ideals in Teaching
157
36
The Promise and Perils of Ideals
158
4
Inhabitable Ideals in Teaching
162
5
Tenacious Humility: An Ideal of Personhood
167
8
Enacting Tenacious Humility
175
3
Harmonizing the Inner and the Outer
178
9
Conclusion: Ideals and the Practice of Teaching
187
6
Notes
193
8
References
201
12
Author Index
213
4
Subject Index
217
4
About the Author
221