The Transformative Classroom: Philosophical Foundations and Practical Applications


The purpose of this bookIs transformation possible?Should education be transformative?What is transformative education?Summary of the chaptersI: The paradigms of transformationII: The theory of aspirationIII: Aspiration in the classroomI: The paradigms of transformationTransformation as conversionIntroduction to Part I: What is a “paradigm” of transformation?The psychology of conversionThe rhetoric of conversion in multicultural education, critical pedagogy and social justice educationThe ethics of conversion as an educational programDialogue and its discontentsThe problem of transformative traumaConclusionTransformation as emancipationIntroductionThe psychology of emancipationThe rhetoric of emancipation in adult education and beyondThe ethics of emancipation as an educational programParadoxes of authenticityThe problem of self-alienationConclusionTransformation as reconstructionIntroductionThe psychology of reconstructionThe rhetoric of reconstruction in developmental psychology and learning theoryThe ethics of reconstruction as an educational programThe prioritization of negativityThe problem of self-liquidationConclusionII: The theory of aspirationThe psychology of aspirationIntroduction to Part II: Towards a new paradigm of transformative educationA bird’s-eye-view of the argument so farPsychological features of aspirationDivergences from Callard’s conception of aspirationAspiration and education: An initial overviewConclusionPsychological barriers to aspirationIntroductionPre-aspiration: The case of GlauconUndermining aspiration: Apathy, distraction and akrasiaImitating aspiration: Hedging, ambition and obsessionConclusionIII: The aspirational classroomAwakening aspiration in the classroomIntroduction to Part III: From theory to practiceAwakening as “transformative experience”Awakening as “epiphany”The methods of inducing epiphanyConclusionCreating an aspirational classroom environmentIntroductionBuilding the narrative arcPracticing transformative careCultivating aspirational communityConclusionIntroductionRethinking education as “initiation”Civic education in times of political polarizationThe limits of critical thinking
 
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