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开 本: 异形开纸 张: 胶版纸包 装: 平装是否套装: 否国际标准书号ISBN: 9780807032671
about education as provocatively as Alfie Kohn. Time
magazine has called him’perhaps the country’s most outspoken critic
of education’s fixation on grades [and] test scores.’ And the
Washington Post says he is ‘the most energetic and
charismatic figure standing in the way of a major federal effort to
make standardized curriculums and tests a fact of life in every
U.S. school.’
In this new collection of essays, Kohn takes on some of the most
important and controversial topics in education of the last few
years. His central focus is on the real goals of education-a topic,
he argues, that we systematically ignore while lavishing attention
on misguided models of learning and counterproductive techniques of
motivation.
The shift to talking about goals yields radical conclusions and
wonderfully pungent essays that only Alfie Kohn could have written.
From the title essay’s challenge to conventional, conservative
definitions of a good education to essays on standards and testing
and grades that tally the severe educational costs of
overemphasizing a narrow conception of achievement, Kohn boldly
builds on his earlier work and writes for a wide audience.
Kohn’s new book will be greeted with enthusiasm by his many
readers and by any teacher or parent looking for a refreshing
perspective on today’s debates about schools.
The most energetic and charismatic figure standing in the way
of a major federal effort to make standardized curriculums and
tests a fact of life in every U.S. school. —Washington
Post
”Of the dozens of ‘experts’ on what’s wrong (and right) in U.S.
schools, only a handful are truly worth reading; Kohn has long been
one of the soundest. His willingness not simply to challenge
conventional answers but also examine whether we’re asking the
right questions gives his work a genuinely eye-opening quality.”
—Booklist
”Kohn cuts against the grain and takes on adversaries without
fear, and yet with a mature and rational sophistication. He draws
upon a rich tradition, citing the work of Dewey, Bruner, Piaget,
and Holt, among others, but he now takes his proper place within
their ranks.” –Jonathan Kozol
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