Toward a pedagogy of affirmation

This thesis is a journey of discovery into a personal pedagogical perspective which the author refers to as 'a pedagogy of affirmation'. Starting from the text of a teacher's written journal, the writer begins to question the source of teacher motivation and examines his own beliefs and thoughts about teaching within both his personal experience but also in more global contexts. In conjunction with questions of personal and social identity, the author links characteristics of social dominance with those of dominant personality traits and illustrates the complexity of the individual with the use of mythology and through what is referred to as 'a poetic basis of mind'. By understanding more fully the question of identity, the author looks at the character of education today with particular reference to the influence of the business model. This he contrasts with characteristics such as caring, community, and communication. Through questioning and coming to understand more clearly the characteristics of public education, the writer begins to recognize more fully his own involvement and personal perspectives with regards to the classroom. This he articulates in the final chapter of the thesis.

Authors

• Peters, Robert Brian
• University of Lethbridge. Faculty of Education

• Teaching
• Education -- Study and teaching
• Dissertations, Academic

Identifier

hdl:10133/24

OAI identifier oai:identifier

oai:opus.uleth.ca:10133/24