Overview
- Incorporates hermeneutical philosophy and social theory research
- First mixed-methods approach to studying the phenomenon of retro understandings of the chivalric ethos among teacher candidates who will influence the education of elementary and middle school students
- Presents combined focus of analyzing pre-service teachers’ perceptions of the chivalric ethos on the basis of an empirical case study contextualized with a qualitative analysis of a sample of the related literature on the chivalric ethos, classroom management theory, and social studies education
Part of the book series: The Cultural and Social Foundations of Education (CSFE)
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Table of contents (4 chapters)
Keywords
About this book
This book theorizes aesthetic classroom management through a hermeneutical approach with three fields of literature: history and philosophical foundations of chivalry, chivalry’s promulgation through the Victorian Age, and parallel issues of identity in twenty-first century teacher education. The aim of the book is to examine the relationship between chivalric ethos and education. The presented case study addresses more specifically the following question: how can chivalry be re-imagined or theorized in an educational setting? Few studies address the concept of aesthetics and hermeneutical context in American classroom management and classroom life, and Attwood pinpoints and traces the medieval social concept of chivalry through the centuries and argues it has manifested itself in classroom social construction in the twenty-first century.
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Bibliographic Information
Book Title: Social Aesthetics and the School Environment
Book Subtitle: A Case Study of the Chivalric Ethos
Authors: Adam I. Attwood
Series Title: The Cultural and Social Foundations of Education
DOI: https://doi.org/10.1007/978-3-319-60345-2
Publisher: Palgrave Macmillan Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2018
Hardcover ISBN: 978-3-319-60344-5Published: 19 October 2017
Softcover ISBN: 978-3-319-86842-4Published: 14 August 2018
eBook ISBN: 978-3-319-60345-2Published: 30 September 2017
Series ISSN: 2946-2177
Series E-ISSN: 2946-2185
Edition Number: 1
Number of Pages: XIII, 213
Number of Illustrations: 2 b/w illustrations, 24 illustrations in colour
Topics: Educational Philosophy, Schools and Schooling, Curriculum Studies