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Palgrave Macmillan

Social Aesthetics and the School Environment

A Case Study of the Chivalric Ethos

  • Book
  • © 2018

Overview

Authors:
  1. Adam I. Attwood

    1. Washington State University, Pullman, USA

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  • Incorporates hermeneutical philosophy and social theory research
  • First mixed-methods approach to studying the phenomenon of retro understandings of the chivalric ethos among teacher candidates who will influence the education of elementary and middle school students
  • Presents combined focus of analyzing pre-service teachers’ perceptions of the chivalric ethos on the basis of an empirical case study contextualized with a qualitative analysis of a sample of the related literature on the chivalric ethos, classroom management theory, and social studies education

Part of the book series: The Cultural and Social Foundations of Education (CSFE)

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Table of contents (4 chapters)

  1. Front Matter

    Pages i-xiii
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  2. Positing a New Social Theory for Social Studies Education

    • Adam I. Attwood
    Pages 1-35

  3. Review of the Literature and Lineage of Chivalric Ideals

    • Adam I. Attwood
    Pages 37-125

  4. Critiquing the Legacy of Chivalry

    • Adam I. Attwood
    Pages 127-144

  5. Empirical Case Study of Preservice K-8 Teachers’ Perceptions of Chivalry

    • Adam I. Attwood
    Pages 145-200

  6. Back Matter

    Pages 201-213
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Keywords

About this book

This book theorizes aesthetic classroom management through a hermeneutical approach with three fields of literature: history and philosophical foundations of chivalry, chivalry’s promulgation through the Victorian Age, and parallel issues of identity in twenty-first century teacher education. The aim of the book is to examine the relationship between chivalric ethos and education. The presented case study addresses more specifically the following question: how can chivalry be re-imagined or theorized in an educational setting? Few studies address the concept of aesthetics and hermeneutical context in American classroom management and classroom life, and Attwood pinpoints and traces the medieval social concept of chivalry through the centuries and argues it has manifested itself in classroom social construction in the twenty-first century.

Reviews

“This is an intriguing examination of chivalry and of its relationships to teaching, teacher education, and contemporary life. General readers will find it informative as they reflect upon the evolution of their worldviews. Educators will find it useful in their professional development and in their teaching. Teacher educators will benefit from its insights for themselves and, especially, for their students.” (Fredrick E. Peterson, Professor, Washington State University, USA) “Attwood skillfully uses educational theory to explore the history of chivalry as the meanings of the concept evolved from their medieval origins into the twenty-first century. He supports his arguments using both qualitative and quantitative evidence. The work addresses important issues for teachers including personal identity, teaching style, and the use of arts in the social studies classroom.” (Kurt E. Kinbacher, Associate Professor, Chadron State College, USA,  and author of Urban Villages and Local Identities: Germans from Russia, Omaha Indians, and Vietnamese in Lincoln Nebraska)

Authors and Affiliations

  • Washington State University, Pullman, USA

    Adam I. Attwood

About the author

Adam I. Attwood currently teaches at Whitfield School in Saint Louis, Missouri, USA. His experience in teaching in K-12 and college and coaching chess prompted his interest in studying knighthood and then chivalry more broadly as a social concept.

Bibliographic Information

  • Book Title: Social Aesthetics and the School Environment

  • Book Subtitle: A Case Study of the Chivalric Ethos

  • Authors: Adam I. Attwood

  • Series Title: The Cultural and Social Foundations of Education

  • DOI: https://doi.org/10.1007/978-3-319-60345-2

  • Publisher: Palgrave Macmillan Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s) 2018

  • Hardcover ISBN: 978-3-319-60344-5Published: 19 October 2017

  • Softcover ISBN: 978-3-319-86842-4Published: 14 August 2018

  • eBook ISBN: 978-3-319-60345-2Published: 30 September 2017

  • Series ISSN: 2946-2177

  • Series E-ISSN: 2946-2185

  • Edition Number: 1

  • Number of Pages: XIII, 213

  • Number of Illustrations: 2 b/w illustrations, 24 illustrations in colour

  • Topics: Educational Philosophy, Schools and Schooling, Curriculum Studies

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