ERIC Number: ED307245
Record Type: Non-Journal
Publication Date: 1989-Mar
Reference Count: N/A
The Careful Vision: How Practical Is Contemplation in Teaching? Issue Paper 89-1.
This paper suggests that the conception of teacher thinking must be expanded beyond planning and decision making. People's ordinary conception of thinking includes imagining and remembering, judging and interpreting, as well as aspects of caring and feeling. To understand the scope and meaning of teachers' thought researchers must broaden and diversify their ideas and also reconsider the assumed links of teacher thinking to action and utility. The paper analyzes the concept and activity of contemplation as one crucial process of teacher thinking that directs and supports the comprehensive practical life. Defining contemplation as careful attention and wonderstruck beholding, it examines subject matter and children as primary objects of teachers' contemplative concern. An argument is made for the practicality of contemplation by developing a concept of practice that goes beyond what an individual teacher does or what can be typically observed in teaching. The paper contends that contemplation and practice in a moral sense mutally involve each other; in reality, the activity of contemplation depends on political and practical wisdom. The paper includes examples of teacher contemplation and draws on philosophical work, both classic and current, for illustration. (Author/JD)
Descriptors: Cognitive Processes, Educational Philosophy, Elementary Secondary Education, Ethics, Metacognition, Moral Values, Teacher Student Relationship, Teachers, Teaching Experience
National Center for Research on Teacher Education, 116 Erickson Hall, College of Education, Michigan State University, East Lansing, MI 48824-1034 ($5.00).
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Education, East Lansing, MI.