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Speaking of Teaching: Lessons from History


reviewed by Richard Pring June 12, 2009

coverTitle: Speaking of Teaching: Lessons from History
Author(s): Gabriel Moran
Publisher: Rowman & Littlefield, Lanham
ISBN: 0739128396, Pages: 192, Year: 2008
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Gabriel Moran begins his book with what appears to be two very strange questions: “Why is there almost no discussion of the activity of teaching in works of philosophy and education?” and “Why does the topic of teaching seem to be avoided?” I immediately reach for my bookshelf. What of Scheffler in The Language of Education, Peters in Ethics and Education and elsewhere, Hirst in Knowledge and the Curriculum – and many more besides in recent philosophy of education? To be sure, they do ask: What does it mean to teach? Indeed, there is a well-rehearsed answer to those who (in the ever decreasing courses in the philosophy of education) ask these questions. It goes roughly along these lines. The first step, invoking the authority of Ryle, is to distinguish teaching as a “task word” from teaching as an “achievement word.” Thus, to say that someone is teaching (task word) is... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: June 12, 2009
http://www.tcrecord.org ID Number: 15654, Date Accessed: 12/13/2017 9:41:09 PM

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About the Author
  • Richard Pring
    University of Oxford
    E-mail Author
    RICHARD PRING is presently directing the Nuffield Review of 14-19 Education and Training for England and Wales. He was previously Professor of Educational Studies, University of Oxford, and Director of the Department 1989-2003. His most recent book is John Dewey: Philosopher of education for the 21st century?, London: Continuum.
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