Discusses Martin Buber's I-Thou dialectic as a pedagogical method, a process in which the teacher encounters the student and engages in an authentic dialogue. Presents Buber's dialectic as a humanizing teaching model that allows the student to gain a sense of relatedness between self and others. Contains 22 references. (VWC)

In considering how a teacher can assert authority without giving up the benefits of classroom interaction, two premises should be acknowledged: students of a multi-ethnic classroom or with a wide range of writing skill deficiencies require more authority; and teachers should take responsibility for modeling acceptable patterns of discourse and…

States that through his detailed elaboration of the ways in which dialog might be developed through educational and textual relations, Paulo Freire extends ideas found in Martin Buber's works. Provides a discussion on each of the two educational theorists' philosophies regarding the relationship between student and teacher. (VWC)

Teaching is complex and layered. The premise of this paper is that teaching is worthy of being an object of systematic inquiry, and that such inquiry will help to clarify and potentially improve the character of teaching. It has also been assumed that a useful approach is to differentiate within teaching those aspects which can and usually are…

As a radical supplement to multiculturalism a liberatory pedagogy is needed that explicitly challenges social conditions and ideologies that reproduce inequality. In training new teaching assistants of composition, a teacher used Jane Tompkins'"Pedagogy of the Distressed" to try an experiment in critical pedagogy. In her text, Tompkins…

This study examined student and instructor reflection upon a 2-year teacher education seminar designed to provide experiential and theoretical grounding in democratic pedagogy. Through conversation-as-research, instructors interpreted group dynamics in their conversations during breaks, lunch hours, and evenings throughout the seminar. The central…