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michel_de_montaigne
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ontribution is his systematic critique of what he calls "pedantry" — the authoritarian, verbalistic, and ... metacognition and reflexivity — produces what he calls "commerce with books": a transformative engagemen... rn in a theory of human nature centred on what he calls the "natural desire" to explore and understand — ... ntric) model of humanistic education with what he calls the "test of things and actions" — an active peda
henry_giroux
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blic issues. Of particular concern is what Giroux calls the pervasive "culture of cruelty" — the legitima... nalytical target is neoliberalism — what he often calls "casino capitalism" — which he defines as the ide
martha_c._nussbaum
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ogical practice: the Socratic method, or what she calls Socratic pedagogy — a mode of teaching and learni... ering art, music, and theatre — develops what she calls the "compassionate imagination": the capacity to
bell_hooks
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ng in dialogue between theory and practice, Hooks calls for a radical transformation of the self and the
friedrich_froebel
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dren" to blossom — and extended earlier thinkers' calls for education for all by insisting that this educ
hildegard_von_bingen
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s of her ecological philosophy align closely with calls in today's educational literature for direct, han
howard_zinn
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has invoked Zinn's legacy as the model of what he calls "prophetic witness" — the vocation of the public
isocrates
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aining with civic education — what Haskins (2004) calls a "constitutive rhetoric of political identity" —
michael_whitman_apple
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al scholarship may be his articulation of what he calls the "tasks of the critical scholar/activist in ed
noam_chomsky
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at this kind of critical media literacy — what he calls the capacity to "think for yourself, question aut
pasi_sahlberg
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stakes testing — the measures favoured by what he calls the Global Education Reform Movement — but by doi
pauline_lipman
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oretical contribution is her analysis of what she calls the political economy of neoliberal urban educati