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Moderating the Debate: Rationality and the Promise of American Education


reviewed by Lawrence D. Brenninkmeyer April 20, 2006

coverTitle: Moderating the Debate: Rationality and the Promise of American Education
Author(s): Micheal J. Feuer
Publisher: Harvard University Press, Cambridge
ISBN: 1891792695, Pages: 131, Year: 2006
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Micheal J. Feuer’s Moderating the Debate: Rationality and the Promise of American Education is a reflection and critique of our approach to educational reform.  In a nutshell, the book questions why “through cognitive science we have come to understand and appreciate the extent to which practices of teaching and learning require a blend of formal, experiential, and intuitive knowledge, but we have not yet formally extended those lessons to modeling (and improving) the practice of education policy and governance”(p. 39). Too often, Dr. Feuer argues, grand objectives made by such publications as A Nation at Risk or the No Child Left Behind Act reveal a deep divide between the goals set for educational reform and those that can realistically be fulfilled. If our ultimate goal is to improve the education system, then it behooves us to incorporate our understanding of bounded rationality into educational reform and to aim for practical... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: April 20, 2006
http://www.tcrecord.org ID Number: 12495, Date Accessed: 12/13/2017 8:04:45 AM

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About the Author
  • Lawrence Brenninkmeyer
    Northwestern University
    E-mail Author
    LAWRENCE D. BRENNINKMEYER is a doctoral student at the School of Education and Social Policy at Northwestern University. As part of the Distributed Leadership Study, he studies the cognitive models that principals rely on to solve instructional leadership problems. Future work will focus on developing measures for detecting the presence of such cognitive models through surveys. He recently presented: Representing a Problem Space: Towards a Deeper Understanding of the Practice of Instructional Leadership at ICLS 2004.
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