The Heart and Mind in Teaching

Pedagogical Styles through the Ages

By (author) Alyssa Magee Lowery, William Hayes

Publication date:

30 July 2014

Length of book:

170 pages

Publisher

Rowman & Littlefield Publishers

ISBN-13: 9781475805437

The Heart and Mind in Teaching: Pedagogical Styles Through the Ages provides an important historical context for an issue confronting every American teacher, administrator, student, parent, and citizen. As the art of teaching is rapidly replaced by formulas, clinical studies, and one-size-fits-all scientific pedagogy, it is important to ask the question, “How did we get here?” Authors Alyssa Magee Lowery and William Hayes trace the history of teaching from Greek philosophy to twenty-first century educational issues in an effort to provide some perspective in the long art versus science debate, ultimately finding that the two components may be able to coexist peacefully.

Acknowledgments
Foreword
Introduction
Part I: Past

Teaching in Antiquity
Teaching Methods in Early Christianity
Teaching in the Middle Ages and the European Renaissance
Teaching in Colonial America and the Education of the Founding Fathers
Teaching in the First Public Schools
The Progressive Education Movement
The Normal School and the Evolution of Teacher Education in the United States
Teaching in the Last Half of the Twentieth Century

Part II: Present

The Effects of No Child Left Behind on Teaching in America
The Impact of the Common Core Curriculum on Teaching
Lesson Planning Models
The New Emphasis on Teacher Evaluation
The Impact of Educational Choice on Teaching

Part III: Future

The Influence of Technology
The Impact of Educational Research
Concluding Thoughts

Index
About the Authors

Lowery and Hayes claim their aim is to identify various individuals and movements that influenced the evolution of teaching. They divide the book into 16 chapters. The first eight chapters move from the Sophists in Ancient Greece to the last half of the 20th century in 83 pages. The second section covers the present in five chapters that discuss the effects of the federal legislation No Child Left Behind and the impact of educational choice on teaching. The last section has chapters on the influence of technology and the impact of educational research as well as a chapter devoted to concluding thoughts. Pointing out that their book asks whether teaching is an art or a science, the authors describe how achievement tests constrain teaching. Nonetheless, they contend that good teachers can rise above those limits if educational resources are equal in schools. . . .Summing Up: Recommended. General readers and lower-division undergraduate students.