Learning to Teach Through Discussion: The Art of Turning the Soul [Hardcover]

Prof. Sophie Haroutunian-Gordon (Author)

Book Description

Publication Date: August 18, 2009 | ISBN-10: 0300120001 | ISBN-13: 978-0300120004

This sequel to Sophie Haroutunian-Gordon’s acclaimed Turning the Soul: TeachingThrough Conversation in the High School presents a case study of two people learning to teach. It shows them engaging two groups of fourth grade students in discussion about the meaning of texts—what the author calls “interpretive discussion. The two groups differ with respect to race, geographical location, and affluence.

As the novice teachers learn to clarify their own questions about meaning, they become better listeners and leaders of the discussions. Eventually, they mix the students from the two classrooms, and the reader watches them converse about a text as the barriers of race and class seem to break down. In addition to the detailed analysis of the case study, Learning to Teach Through Discussion: The Art of Turning the Soul presents philosophical, literary, and psychological foundations of interpretive discussion and describes its three phases: preparation, leading, and reflection. A tightly argued work, the book will help readers learn to engage students of all ages in text interpretation.

Editorial Reviews

Review

“Sophie Haroutunian-Gordon continues to fine-tune the already stunning work she has done on the role of teaching through questioning. In this regard her movement into issues of ‘difference’ and the creation of communities of learning is very promising.”—Alven Neiman, Department of Philosophy, Notre Dame

(Alven Neiman )

“This is a comprehensive and useful guide to interpretive discussion in the classroom—appropriate for classes at every level and in every discipline.”—Nel Noddings, author of Critical Lessons: What Our Schools Should Teach

(Nel Noddings )

"Haroutunian-Gordon''s focus on interpretive discussion offers an exciting new approach to learning and teaching. She shows how classrooms come alive as students share their understanding of the text with each other and the teacher."—Bertram Cohler, University of Chicago

(Bertram Cohler )

“Groundbreaking and innovative. . . .This is a major contribution to teacher education and will likely be picked up by teacher education programs interested in teaching teachers more philosophically.”—Sharon M. Ravitch, University of Pennsylvania

(Sharon M. Ravitch )

"Sophie Haroutunian-Gordon provides a subtle, perceptive account of the art of leading discussions in teaching, illuminating the central role that asking questions plays in that process, and arguing for making it a central part of teacher education."—Nicholas C. Burbules, University of Illinois

(Nicholas C. Burbules )

“Every chapter in Learning to Teach through Discussion offers probing insight.”--Cynthia Marker, Schools

(Cynthia Marker Schools )

About the Author

Sophie Haroutunian-Gordon is director, Master of Science in Education program, and professor, School of Education and Social Policy, at Northwestern University.

Product Details

• Hardcover: 240 pages
• Publisher: Yale University Press (August 18, 2009)
• Language: English
• ISBN-10: 0300120001
• ISBN-13: 978-0300120004
• Product Dimensions: 9.3 x 6.4 x 0.8 inches
• Shipping Weight: 1 pounds (View shipping rates and policies)
• Average Customer Review: 5.0 out of 5 stars  See all reviews (1 customer review)
• Amazon Best Sellers Rank: #1,538,420 in Books (See Top 100 in Books)

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Customer Reviews

Most Helpful Customer Reviews

2 of 2 people found the following review helpful:

5.0 out of 5 stars An English Teacher's Perspective, October 2, 2009

By 

Julie W. Johnson (Evanston, IL) - See all my reviews
(REAL NAME)   

This review is from: Learning to Teach Through Discussion: The Art of Turning the Soul (Hardcover)

Learning to Teach Through Discussion: The Art of Turning the Soul goes to the heart of what good teaching is all about. Its central thesis is particularly interesting. It wouldn't occur to most people that novice teachers might actually learn to teach by guiding students through discussion, but Haroutunian-Gordon makes it clear that they can and do. She also makes it clear that interpretive discussion is as vital to the development of primary-school students as it is to the flowering of older students. Many of us who are experienced teachers don't feel that the bulk of the education courses we once took were particularly helpful when we actually went into the classroom; a book like this shows the way to refocus those teacher-training programs in a more helpful and productive way. Anyone who wants to be a better teacher -- or to train better teachers -- should read the book.
-- Julie West Johnson