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N O TI A C U D E F O S N O TI A ADAM I. ATTWOOD D N U O F L A CI O S D N A L A R U SOCIAL AESTHETICS AND T L U C E THE SCHOOL ENVIRONMENT H T A CASE STUDY OF THE CHIVALRIC ETHOS The Cultural and Social Foundations of Education Series Editor A.G. Rud College of Education Washington State University Pullman, Washington USA The Palgrave Pivot series on the Cultural and Social Foundations of Edu- cationseekstounderstandeducationalpracticesaroundtheworldthrough the interpretive lenses provided by the disciplines of philosophy, history, sociology,politics,andculturalstudies.Thisseriesfocusesonthefollowing majorthemes:democracyandsocialjustice,ethics,sustainabilityeducation, technology,andtheimagination.Itpublishesthebestcurrentthinkingon those topics, as well as reconsideration of historical figures and major thinkersineducation. Moreinformationaboutthisseriesat http://www.springer.com/series/14443 Adam I. Attwood Social Aesthetics and the School Environment A Case Study of the Chivalric Ethos AdamI.Attwood WashingtonStateUniversity Pullman,Washington USA TheCulturalandSocialFoundationsofEducation ISBN978-3-319-60344-5 ISBN978-3-319-60345-2 (eBook) DOI10.1007/978-3-319-60345-2 LibraryofCongressControlNumber:2017951712 ©TheEditor(s)(ifapplicable)andTheAuthor(s)2018 Thisworkissubjecttocopyright.AllrightsaresolelyandexclusivelylicensedbythePublisher, whetherthewholeorpartofthematerialisconcerned,specificallytherightsoftranslation, reprinting,reuseofillustrations,recitation,broadcasting,reproductiononmicrofilmsorinany otherphysicalway,andtransmissionorinformationstorageandretrieval,electronicadaptation, computersoftware,orbysimilarordissimilarmethodologynowknownorhereafterdeveloped. Theuseofgeneraldescriptivenames,registerednames,trademarks,servicemarks,etc.inthis publicationdoesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesare exemptfromtherelevantprotectivelawsandregulationsandthereforefreeforgeneraluse. Thepublisher,theauthorsandtheeditorsaresafetoassumethattheadviceandinformationin thisbookarebelievedtobetrueandaccurateatthedateofpublication.Neitherthepublisher northeauthorsortheeditorsgiveawarranty,expressorimplied,withrespecttothematerial contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Coverimage:ContrastKnight[10”(cid:1)14”acryliconcanvas]©2012byAdamI.Attwood Printedonacid-freepaper ThisPalgraveMacmillanimprintispublishedbySpringerNature TheregisteredcompanyisSpringerInternationalPublishingAG Theregisteredcompanyaddressis:Gewerbestrasse11,6330Cham,Switzerland ’ S E P ERIES DITOR S REFACE The Palgrave Pivot series on the Cultural and Social Foundations of Edu- cationseekstounderstandeducationalpracticesaroundtheworldthrough the interpretive lenses provided by the disciplines of philosophy, history, sociology,politics,andculturalstudies.Thisseriesfocusesonthefollowing majorthemes:democracyandsocialjustice,ethics,sustainabilityeducation, technology,andtheimagination.Itpublishesthebestcurrentthinkingon those topics, as well as reconsiderations of historical figures and major thinkersineducation.Theculturalandsocialfoundationsofeducationare enjoyingarebirth.WhilestudiesofPlato,Pestalozzi,andDeweyoranalyses of the effects of US Supreme Court decisions or world economic policies havealwaysbeenimportanttounderstandingeducation,thereisincreased urgency forsuch workin today’seducationalclimate. Educationisseenin boththedevelopedanddevelopingworldasameanstosocialadvancement and improvement of life. More than ever, there are questions about what kindofeducationshouldbeprovidedandforwhom.Inaddition,informa- tiontechnologiesarerapidlytransformingteachingandlearning,whilethe political climate in many countries emphasizes market solutions to social problems at the same time that it moves away from democratic forms of schooling.Outofthisrichcontext,theCulturalandSocialFoundationsof Educationserieswasestablishedtoexplorefivethemesimportantinschool- inginshortbooksbyleadingandrisingscholars.Ichosethemesthatareof perennial importance to the foundations of education, such as democracy and social justice, as well as newer emphases, such as technology and sustainability that scholars are exploring. Democracy and social justice has v vi SERIESEDITOR’SPREFACE beenaperennialthemeinfoundationsofeducation,andcontinuestohave greater urgency. This series features works that examine worldwide issues related to democracy and social justice, from the effects of wealth and income inequality on schools in developed countries to the spread of democracy and social justice concerns to other countries around the world. Closelyrelatedtothisisthesecondthemeofethics:issuesofright, wrong, fairness, equity, and equality in schools and educational practices worldwide.Increasedattentionisbeingpaidtoourplanet’shealth,sohow wecaneducateourchildrentoacceptanddealwithenvironmentaldegra- dation forms the third theme. What it means to educate for a sustainable futureisaquestionthatfoundationscholarsareincreasinglyaddressing.For a fourth theme, the impact of information technology upon education is enormous,andnotsomethingthatshouldbeleftjusttotechnicalexpertsin thatarea.Thereisaneedforscholarsintheculturalandsocialfoundations ofeducationtoinquirecriticallyabouttheclaimsmadebytechnologyand to inform us about new developments in this area. Finally, the arts and imaginationarealltoooftenpushedtothemarginsofschooling,especially today,andsothistopicformsthefifththeme.Scholarsoffoundationshave long championed the importance of this area: in the last century, John Dewey made a compelling argument in his late work, Art as Experience, fortheimportanceofartandtheimaginationandespeciallyforsupporting the arts in educational practice. The volumes in the series include both single-authored and edited collections, and they serve as accessible resourcesforthoseinterestedinfoundationalissuesineducationatalllevels, particularly advanced undergraduate and graduate students in education andthesocialscienceswhoarebeingexposedtothelatestthinkingonissues of perennial importance and relevance to the contexts and practices of educationworldwide. A.G.Rud A CKNOWLEDGMENTS Thank-youtoDr.A.G.Rud, Distinguished ProfessoratWashingtonState University College of Education, for supporting my research ideas and quest to conduct mixed-methods research to answer very complicated questionsofpracticeandtheory. Pullman,Washington AdamI.Attwood vii C ONTENTS 1 PositingaNewSocialTheoryforSocialStudiesEducation 1 2 ReviewoftheLiteratureandLineageofChivalricIdeals 37 3 CritiquingtheLegacyofChivalry 127 4 EmpiricalCaseStudyofPreserviceK-8Teachers’ PerceptionsofChivalry 145 Index 201 ix L F IST OF IGURES Fig.1.1 Themorphologyoftheconceptualtermarcheophisomorph 7 Fig.1.2 Visualoutlineofarcheophisomorphictheory 8 Fig.4.1 Arandomdisplayofpointsaround0providedfurtherevidence thattheassumptionofindependencewasmet 172 Fig.4.2 Theboxplotoftheresidualssuggestedarelativelynormal distributionalshape 173 Fig.4.3 Thehistogramoftheresiduals 174 Fig.4.4 TheQ-Qplotsuggeststhatnormalitywasreasonable 175 Fig.4.5 Thescatterplotdependentvariable(overallopinion)withthe covariate(gender)doesnothavepositiveornegativelinearity 175 Fig.4.6 Thescatterplotofthedependentvariable(overallopinion) withtheindependentvariable(artisticrepresentation) 176 Fig.4.7 Whenartisticrepresentationisevaluatedagainstthe unstandardizedresidualofthedependentvariable(overallopinion) 177 Fig.4.8 Whengenderisplacedagainsttheunstandardizedresidualofthe dependentvariable(overallopinion) 178 Fig.4.9 Whencharacteristicsofchivalryareevaluatedagainstthe unstandardizedresidualofthedependentvariable (overallopinion) 179 Fig.4.10 Whenthebasisofperceptionisevaluatedagainstthe unstandardizedresidualofthedependentvariable(overallopinion) 180 Fig.4.11 Whenbeliefaboutwhocanbechivalrousisevaluatedagainstthe unstandardizedresidualofthedependentvariable (overallopinionofchivalryasasocialconcept) 181 xi

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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
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