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This book reflects and extends the great debates that schools, colleges, and universities are having in response to the profound moral conflicts and personal questions facing professionals today: What should we teach our students? What values should we communicate and nurture? What should be the role of the traditional liberal arts in professional education? How should schools and colleges respond to the demands of women and minorities for a more inclusive curriculum?

The authors explore ongoing theoretical and practical considerations of graduate professional education through the ethical and social issues facing professionals in public service. Administrators, teachers, counselors, nurses, or lawyers are recognizing that they face similar questions about their personal and professional lives: Is it possible to sustain a set of fully human values as a practicing professional? As a member of a public organization, how does one deal with dilemmas involving conflicting priorities and ambiguous goals?

The authors responses to these questions are presented as themes, describing connections between curriculum and pedagogy. They have designed an approach to ethical and social questions respectful of the contributions of adult learners and the need to provide diverse perspectives.

Tabla de contenidos provista por Syndetics

• Foreword
• Nel Noddings
• Acknowledgments
• Introduction
• Part I Challenges to Professional Education
• 1 The Role of Liberal Arts in Professional Education
• 2 Interdisciplinary Studies and the Possibilities of Community
• 3 Collaborative Learning: Fostering Dialogue Across the Professions
• Part II Thematic Responses to Ethical and Social Issues in Professional Education
• 4 Story and Voice in the Education of Professionals
• 5 Reflection and Adult Development: A Pedagogical Process
• 6 Digging, Daring, and Discovering: Sifting the Soil of Professional Life through Journal Writing
• 7 Self-interest and its Relation to an Ethic of Care
• 8 Liberation, Multiculturalism, and Professional Education
• 9 Citizens and the Conduct of Ecological Science: A Response to the "Tragedy of the Commons"
• 10 The Internationalization of Professional Education
• Part III Reflections on a Graduate Core Program
• 11 The Feminine in Public Service Professions: Implications for Graduate Instruction
• 12 Gender and Professional/Liberal Knowledge: Men's Perspectives
• 13 Learning about Organizational Cultures and Professional Competence
• 14 The Evolution of a Graduate School: The Effects of Developing a Liberal Arts Core
• Afterword: The Search for Personal and Professional Meaning
• References
• Contributors
• Index

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CHOICE Review

This is another quality contribution to the growing debate (Athanasios Moulakis's, Beyond Utility: Liberal Education for a Technological Age, CH, May'94, is a further example), over developing a curriculum in higher education that will reconstruct liberal education and unite it to professional and vocational education. The editors (Lewis & Clark College) describe faculty and student efforts and concerns as they successfully initiate a multidisciplinary graduate program with core studies (seminars and classes) requiring students to "consider deep personal, ethical, and social dilemmas as they manifest themselves in professional work." Reflecting Dewey's instrumentalism, this core curriculum rejects the polarity of theory and practice, upholds the individual as the constructor of knowledge, and views learning as a social process arising from the dialogue among students and teacher. This is an issue-oriented curriculum that fosters the open, reflective world view of the liberal arts perspective, encourages interdisciplinary insights through coteaching based on community among educators, addresses student development needs through collaborative learning and socially constructed knowledge, and promotes critical thinking through dialogue and journal writing. A well-written, scholarly collection of essays that provides insights into the progressive, bicultural, reconstructionist approach to curriculum building. Highly recommended for all levels. F. X. Russo; University of Rhode Island

Notas de autor provistas por Syndetics

Celeste M. Brody is Assistant Professor of Education and Core Coordinator. James Wallace is Professor of Education at Lewis and Clark College.