Description
Book SynopsisWhat does it mean to be authentic? Why should it matter whether or not we become more authentic? How might authenticity inform and enhance the social practice of the scholarship of university teaching and, by implication, the learning and development of students?
Authenticity in and through Teaching introduces three distinct perspectives on authenticity, the existential, the critical and the communitarian, and shows what moving towards greater authenticity involves for teachers and students when viewed from each of these angles.
In developing the notion of the scholarship of teaching as an authentic practice'', this book draws on several complementary ideas from social philosophy to explore the nature of this practice and the conditions under which it might qualify as ''authentic''. Other concepts guiding the analysis include virtue', ''being'', communicative action', ''power'', critical reflection' and transformation'.
Authenticity in and through Teach
Table of Contents
Introduction 1. Surfacing the Complex Meaning of Authenticity 2. Focusing on Authenticity In and Through Teaching 3. Placing the Scholarship of Teaching within a Broader Notion of Academic Professionalism 4. Exploring the Role of Virtues and Internal Goods in the Scholarship of Teaching 5. Questioning Knowledge Claims 6. Recognising Power 7. Challenging the Notion of the Scholarship of Teaching as an Evidence-based Practice 8. Going Public 9. Concluding Comments
