Nov 29: Critical Reflections on Teacher Education – Why Future Teachers Need Educational Philosophy with Howard Woodhouse

Welcome to a joint CEFO and CEMUS open lecture, seminar “Critical Reflections on Teacher Education – Why Future Teachers Need Educational Philosophy” with Howard Woodhouse, Professor Emeritus and Co-Director of the Saskatchewan Process Philosophy Research Unit in the Department of Educational Foundations at the University of Saskatchewan, based on his most recent book with the same title!

When: November 29 kl. 18.00 CET

Where: Online Zoom: https://uu-se.zoom.us/j/67047329434 Meeting ID: 670 4732 9434

Book description Critical Reflections on Teacher Education argues that educational philosophy can improve the quality of teacher education programs in Canada, the United States, and the United Kingdom. The book documents the ways in which the market model of education propagated by governments and outside agencies hastens the decline of philosophy of education and turns teachers into technicians in hierarchical school systems. A grounding in educational philosophy, however, enables future teachers to make informed and qualified judgements defining their professional lives. In a clear and accessible style, Howard Woodhouse uses a combination of reasoned argument and narrative to show that educational philosophy, together with Indigenous knowledge systems, forms the basis of a climate change education capable of educating future teachers and their students about the central issue of our time.

Howard Woodhouse is Professor Emeritus and Co-Director of the Saskatchewan Process Philosophy Research Unit in the Department of Educational Foundations at the University of Saskatchewan. He is a member of the editorial boards of Interchange: A Quarterly Review of Education, Journal of Public Administration, and Chromatikon, a Research Associate of the Canadian Centre for Policy Alternatives and the author of more than 80 book chapters and articles in peer-reviewed journals on the educational philosophy of Bertrand Russell, the process philosophy of Alfred North Whitehead, academic freedom and university autonomy, and cultural dependency in Africa. His book Selling out: Academic freedom and the corporate market (McGill-Queen’s University Press) was short-listed for a Saskatchewan Book Award in 2009, and in the following year he was given the University of Saskatchewan Faculty Association’s Academic Freedom Award. His latest book Critical Reflections on Teacher Education: Why Future Teachers Need Educational Philosophy argues that educational philosophy can improve the quality of teacher education programmes in Canada, the United States, and the United Kingdom. The book documents the ways in which the market model of education propagated by governments and outside agencies hastens the decline of philosophy of education and turns teachers into technicians in hierarchical school systems. A grounding in educational philosophy, however, enables future teachers to make informed and qualified judgements defining their professional lives. In a clear and accessible style, Howard Woodhouse uses a combination of reasoned argument and narrative to show that educational philosophy, together with Indigenous knowledge systems, forms the basis of a climate change education capable of educating future teachers and their students about the central issue of our time. He is also one of the founders of the People’s Free University of Saskatchewan, a community-based institution offering free university level courses (2002-2004), read more in this article: A Process Approach to Community-Based Education: The People’s Free University of Saskatchewan.