000			03179pam a2200445 a 4500
001			4362828
003			BJBSDDR
005			20251113133651.0
007			ta
008			900712s1991 ilu b 001 0 eng
010			_a 90043533
020			_a9780226316765 (pbk.)
020			_a0226316769 (pbk.)
035			_a4362828
040			_aDLC _cDLC _dDLC _beng
041			_aeng
050	1	4	_aLB 1027 _bH292t 1991
082	0	0	_a373.13/7
100	1		_aHaroutunian-Gordon, Sophie _945801
245	1	0	_aTurning the soul : _bteaching through conversation in the high school / _cSophie Haroutunian-Gordon.
260			_aChicago : _bUniversity of Chicago Press, _cc1991.
300			_ax, 213 pages ; _c24 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references (pages 191-207) and index.
520			_aIs our nation's educational system faltering in part because it strives to teach students predetermined "right" answers to questions? In Turning the Soul, Sophie Haroutunian-Gordon offers and alternative to methods advocated by conventional educational practice. By guiding the reader back and forth between two high school classes discussing Shakespeare's Romeo and Juliet, she gracefully introduces the alternative approach to education: interpretive discussion. One class, located in a private, racially integrated urban school, has had many conversations about the meaning of books. The second group, less advantaged students in a largely black urban school, has not. The reader watches as students in each group begin to draw upon experiences in their personal lives to speculate about events in the play. The students assist one another with the interpretation of complex passages, pose queries that help sustain the conversation, and struggle to "get Shakespeare right." Though the teachers suffer moments of intense frustration, they are rewarded by seeing their students learn to engage in meaningful exchange. Because Turning the Soul draws on actual classroom conversations, it presents the range of difficulties that one encounters in interpretive discussion. The book describes the assumptions about learning that the use of such discussion in the classroom presupposes, and it offers a theoretical perspective from which to view the changes in both students and teachers.
650		0	_aTeaching.
650		4	_aEnseñanza _96051
650		0	_aDiscussion _xStudy and teaching.
650		4	_aDiscusión _xEstudio y enseñanza _945982
856	4	2	_3Publisher description _uhttp://www.loc.gov/catdir/enhancements/fy0608/90043533-d.html
856	4	1	_3Table of contents only _uhttp://www.loc.gov/catdir/enhancements/fy0608/90043533-t.html
856	4	2	_3Contributor biographical information _uhttp://www.loc.gov/catdir/enhancements/fy0609/90043533-b.html
906			_a7 _bcbc _corignew _d1 _eocip _f19 _gy-gencatlg
942			_2lcc _cBK
946			_irmza
999			_c125780 _d125780