What does it mean to teach for human dignity? How does one do so? Drawing on interviews, narratives from principals and teachers, and philosophical ideas, this book showcases how the leaders at four urban public schools used a process called Descriptive Inquiry to cultivate practical wisdom in the service of creating democratic schools that promoted and protected human dignity. Relying largely on narrative form, this book paints a portrait of progressive urban schools, showcases the qualities of the leaders that guide them, and introduces readers to Descriptive Inquiry. In centering philosophy, the book keeps at its core a commitment to schools as places in which children, teachers, and leaders can learn how to live and work well. Some highlights include:
- An illustration of how to take an inquiry stance toward the difficult issues educators face in their work while creating democratic institutions and humanistic practices.
- Responding to the perennial question of how to cultivate teachers, we put forth a vision and an approach that attends to both ethical development and methods.
- As school leaders grapple with tensions between freedom and structures, we provide a practical way forward for those seeking to listen and provide guidance for their staff.
- Taking up themes regularly addressed in philosophy of education, we share how these themes can live in schools.
- Focusing on diverse urban public schools, we demonstrate the power of a progressive and humanistic education for children of color and from lower income backgrounds.
To learn more about this book please visit: Descriptive Inquiry in Teacher Practice: Cultivating Practical Wisdom to Create Democratic Schools