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By Lawrence Stenhouse

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Additional info for An Education That Empowers: A Collection of Lectures in Memory of Lawrence Stenhouse (Bera Dialogues)

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By Page 9 'standards' he meant 'the criteria adopted in the criticism of classrooms, and not levels of attainment in classwork'. 29 All this sounds very formal and indeed that was the intention. Stenhouse favoured formality because, given unequal power relations in the classroom, informality usually privileges the teacher while formality tends to be more respectful of the status of the student. 30 The 'contract' should oblige teachers to offer students more information about, and opportunities to discuss, not only criteria for judgement but also the logics of different ways of working in the classroom, and where particular courses of study are heading.

London: HMSO. 8. A. (1975) An Introduction to Curriculum Research and Development, p. 208. 9. Skilbeck, M. (1983) Lawrence Stenhouse: Research methodology. British Educational Research Journal 9 (1), 12. 10. A. A. Stenhouse (1983) Authority, Education and Emancipation, op. , p. 189. 11. A. (1980) Product or process? A reply to Brian Crittenden, reprinted in J. Rudduck and D. Hopkins (eds) (1985) Research as a Basis for Teaching (p. 85). London: Heinemann. 12. A. (1975) op. , p. 24. Page 15 13. L.

Instead, Stenhouse wanted teachers to help students to struggle with difficulty, to enjoy the challenge of things that are 'hard', and to feel that if they struggle with meaning, then they are gaining: failure is about avoiding struggle. He would have shared the view that education should not be like putting a coin in a vending machine and getting a chocolate bar. And he would surely have been in sympathy with Sarason24 who asked why we are not deeply upset 'that so many students come to view the life of the mind, the world of ideas .

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