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Some Educational Implications of Adulthood


by Gary D. Fenstermacher — 2008

Most approaches to education “begin with the end in mind,” that is, start with a conception of an educated adult (much as we do in the Educated Person Exercise) and then work backwards to determine how to achieve desired outcomes. In this chapter Gary Fenstermacher attempts a very different approach: he examines our attempts to educate young people and tries to determine our actual rather than avowed focus. He discovers an emphasis on academic achievement and educational equity (both laudable goals)—to the exclusion or assumption of other critical aspects of being a responsible adult, a democratic citizen, and an educated person.


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This article originally appeared as NSSE Yearbook Vol 107. No. 1.


Cite This Article as: Teachers College Record Volume 110 Number 13, 2008, p. 284-297
http://www.tcrecord.org ID Number: 18478, Date Accessed: 8/24/2017 12:55:55 AM

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About the Author
  • Gary Fenstermacher
    University of Michigan
    GARY FENSTERMARCHER is Professor Emeritus of Education at the University of Michigan. He previously held tenured faculty appointments at UCLA, Virginia Tech, and the University of Arizona. He has held appointments as Dean of the College of Education at the University of Arizona, as Director of the Northern Virginia Graduate Center at Virginia Tech, and as President of the American Association of Colleges for Teacher Education. He holds a Ph.D. from Cornell University in the field of philosophy of education. His primary scholarly interests are in the philosophical study of teaching, the analysis of educational policy, and the education of teachers. His scholarly work is available in over 150 publications.
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