The development of doctoral students as university teachers has received substantially less attention compared with their development as researchers, with a similar deficit extending to research on how they experience and understand university teaching. This article reports the results of a phenomenographic study of education doctoral students'…

How can higher education educate graduates who know more than "just knowledge"? Such an education includes developing in students an awareness of the limits of their knowledge, an ability to discern what kinds of knowledge are appropriate in a given situation and a sensitivity to different forms of knowing. When is scientific rigour…

The aim of this study is to analyze the core values embedded in the philosophy of Basic Education in Oman. Those values are used to develop a standard to guide the administrative work and performance related to teaching and learning in secondary schools in Oman. 449 school administrators (principals, their assistants, educational supervisors and…

In this article the concept of authenticity is explored within an educational context, using examples from the lives and work of teachers to illustrate the many qualities, dimensions and complexities involved in striving to be true to oneself. In educational settings authenticity has been aligned with personal commitment, meaningful contexts,…

This article presents several letters in which a university mentor shares her reflexive notions of how she lives as a teacher researcher. In her letters, Julia encourages teachers to embrace what she calls "An Embodied Aesthetic Curriculum." When teachers are able to develop "embodied aesthetic wholeness", they are capable of deepening…

In this article, the author acknowledges the usefulness of pursuing the Philosophy of Education Society of Australasia (PESA) "narrative" by way of a more personal account of her own philosophical and professional development. In having the opportunity to read others' contributions prior to writing her own, the author has been able to…

Examines the need for adult transformation proposed by Maria Montessori as a necessary step in seeing children's true spiritual essence and maintains that such transformation is necessary in work with adults as well. Suggests that individuals need to consider the body, mind, emotions, and spirit as interrelated, and notes that transformation is an…

Following a brief discussion of the "occupational diseases" of teaching are some questions which teachers can ask themselves to help define for themselves how they might use the teaching process to enrich themselves as people. (KC)

Examines how the Montessori community can work for peace within individuals, the schools, and the Montessori community itself by building school identity, creating family-friendly schools, building community within the faculty, and building a community of schools among the competing schools in the local area. Describes several peace programs for…

Listed are seven devices which a teacher can use to measure his/her classroom skills in order to improve teaching effectiveness. Also included is a description of various teaching partnerships, and ideas for transferring the skills of teaching to other professions. (KC)

Research indicates that exemplary teachers share various characteristics, including a desire for continuous renewal. This book reports on a study to investigate exemplary teachers' personal and professional renewal throughout their career and selected factors that have enabled and/or constrained their renewal. The study involved six participants;…

This book provides a personal, day-by-day record, kept over a period of 3 years, to illuminate how one teacher brought the Montessori approach to children in a kindergarten classroom. The book's introduction outlines Maria Montessori's approach to education from birth through adolescence as one which focuses on the development of each person as a…

This book traces the history of adult and continuing education in the United States from 1750 through 1990. The following topics are among those examined in the book's 12 chapters: literature, philosophy, and self-education in the 18th century; uses of knowledge in the antebellum period (law and learning, piety and learning, commerce and culture);…