R&L Education
Pages: 122
•
Trim: 6⅜ x 9¼
978-1-4758-0438-6 • Hardback • April 2013 • $83.00 • (£64.00)
978-1-4758-0439-3 • Paperback • April 2013 • $40.00 • (£30.00)
978-1-4758-0440-9 • eBook • April 2013 • $38.00 • (£30.00)
Kenneth Paul Kramer is Professor Emeritus of Comparative Religious Studies at San Jose (CA) State University, where he taught from 1978 to 2001. Among his works, he has published Martin Buber’s I and Thou: Practicing Living Dialogue (2003) and Martin Buber’s Spirituality: Hasidic Wisdom for Everyday Life (2012).
Foreword
Preface
Introduction
Part ITHEORY/METHOD
Chapter 1 Buber’s Two Ways of Learning
Chapter 2 Buber’s Method of Inclusion
Chapter 3 Teaching as Unteaching
Chapter 4 The Broadest Frame: Dialogue as Meta-Methodology
Part IIAPPLICATION/PRACTICE
Chapter 5 Dialogues with Texts
Chapter 6 Dialogues with Students
Chapter 7 Interview Dialogues
Chapter 8 Journal Dialogues
Conclusion
Critical Terms
Works Cited
Notes
Index
In his previous book, Martin Buber’s I and Thou, Ken Kramer explains the complex thought of Buber to a lay audience better than anyone I have seen or read. In his new book, Learning Through Dialogue: Understanding Martin Buber’s Classroom, Kramer shows himself as an experienced and first-rate teacher, reflecting on his thirty years of teaching, showing how to teach dialogically, and illuminating the processes of teaching and learning as well as the thought of Martin Buber. By describing his efforts to create a more dialogical climate in the classroom, he shows us all how to become more dialogical in our everyday lives.
— Kenneth Cissna, Professor Emeritus and Editor, Qualitative Communication Research, University of South Florida
Kenneth Kramer breathes life into Martin Buber’s educational philosophy in this well written, intellectually engaging, and pedagogically useful book. Learning Through Dialogue not only conveys complex ideas with clarity and vitality, it proposes practical ways to think about the fundamental role of dialogue in teaching and learning. Kramer has crafted a primer for current and future teachers to awaken them to the multiple relational opportunities present in classrooms.
— Susan Verducci Sandford, professor of Humanities at San José State University and editor of Democracy, Education and the Moral Life