LEADER 00000cam a2200565 i 4500 
001    ocn861955394 
003    OCoLC 
005    20151207021438.0 
008    140129s2014    enk      b    001 0 eng   
010      2014003695 
015    GBB471930|2bnb 
016 7  016784368|2Uk 
019    861955416 
020    1472529847|q(hardback) 
020    1472524284|q(paperback) 
020    |z1472529804|q(ePub) 
020    |z1472523679|q(ePDF) 
020    9781472524287|q(paperback) 
020    9781472529848|q(hardback) 
020    |z9781472529800|q(ePub) 
020    |z9781472523679|q(ePDF) 
040    DLC|beng|erda|cDLC|dYDX|dYDXCP|dBTCTA|dBDX|dUKMGB|dCDX
       |dOCLCF|dUAB|dIUL|dZLM 
042    pcc 
049    RIDM 
050 00 LB1033|b.K533 2014 
082 00 371.102/3|223 
084    EDU000000|aEDU040000|aEDU029000|2bisacsh 
090    LB1033|b.K533 2014 
100 1  Kitchen, William H.,|0https://id.loc.gov/authorities/names
       /n2014005425|eauthor. 
245 10 Authority and the teacher /|cWilliam H. Kitchen. 
264  1 London :|bBloomsbury Academic, an imprint of Bloomsbury 
       Publishing Plc,|c2014. 
300    xv, 202 pages ;|c23 cm 
336    text|2rdacontent 
337    unmediated|2rdamedia 
338    volume|2rdacarrier 
504    Includes bibliographical references (pages 191-193) and 
       index. 
505 0  Introduction: An education to be fearful: Rationale, aims 
       and objectives -- Part One. The Background -- 1. The 
       sociological background -- 2. The philosophical and 
       theoretical background -- 3. A definition of authority -- 
       4. Authority: Why all the fuss -- Part Two. The Argument -
       - 5. Polanyi on authority -- 6. Oakeshott on authority -- 
       7. The need for authority in knowledge, teaching and 
       learning, and education -- 8. Wittgenstein on authority --
       Conclusion. 
520    "The notion of authority in education has become an 
       increasingly negative concept, regarded by some as 
       championed only by rigid traditionalists and those who 
       cling on to outdated educational theory and philosophy. 
       Authority and the Teacher seeks to overturn the notion 
       that authority is a restrictive force within education, 
       serving only to stifle creativity and drown out the voice 
       of the student. William H. Kitchen argues that any 
       education must have, as one of its cornerstones, a 
       component which encourages the fullest development of 
       knowledge, which serves as the great educational 
       emancipator. In this version of knowledge-driven education,
       the teacher's authority should be absolute, so as to 
       ensure that the teacher has the scope to liberate their 
       pupils. The pupil, in the avoidance of ignorance, can thus
       embrace what is rightfully theirs; the inheritance of 
       intellectual riches passed down through time.By invoking 
       the work of three major philosophers - Polanyi, Oakeshott 
       and Wittgenstein - as well as contributions from other key
       thinkers on authority, this book underpins previous claims
       for the need for authority in education with the 
       philosophical clout necessary to ensure these arguments 
       permeate modern mainstream educational thinking"--
       |cProvided by publisher. 
650  0 Teacher-student relationships.|0https://id.loc.gov/
       authorities/subjects/sh85132960 
650  0 Education|xPhilosophy.|0https://id.loc.gov/authorities/
       subjects/sh85041014 
650  0 Authority.|0https://id.loc.gov/authorities/subjects/
       sh85009789 
650  7 Teacher-student relationships.|2fast|0https://
       id.worldcat.org/fast/1144236 
650  7 Education|xPhilosophy.|2fast|0https://id.worldcat.org/fast
       /902721 
650  7 Authority.|2fast|0https://id.worldcat.org/fast/821653 
901    MARCIVE 20231220 
948    |d20160930|clti|tlti-aex 
994    C0|bRID