Teaching as an Art Form

Notes

• The terms “nomothetic” and “ideographic” were suggested to me by Elliot Eisner when he spoke at California State College, San Bernardino in May 1976.1 accept full responsibility, however, for the way in which I have interpreted and applied them.
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• Susanne K. Langer , Problems of Art ( New York : Charles Scribner's Sons , 1957 ), pp. 174 – 80
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• William James , Talks to Teachers ( New York : W. W. Norton and Co., Inc. , 1958 ), pp. 23 – 24
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• Edwin J. Swineford , “Artistic Teaching—The Cinderella of Modern Instruction , “in Teaching: Vantage Points for Study , ed. Ronald M. Hyman ( New York : J. B. Lippincott Company , 1968 ), p. 380 .
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• Daniel C. Lortie , Schoolteacher ( Chicago : The University of Chicago Press , 1975 ), 284 pp. For an excellent review of the book see Joseph Featherstone and Helen Featherstone, “Teaching: An Impossible Profession,” American Educator, Winter 1977, pp. 39–47.
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• See, for example, the Report of the Bicentennial Commission on Education for the Profession of Teaching of the American Association of Colleges for Teacher Education, Educating a Profession ( Washington , D.C : AACTE , 1976 ), especially pp. 39 – 45
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• Philip W. Jackson , Life in Classrooms ( New York : Holt, Rinehart and Winston, Inc. , 1968 ), pp. 151 – 52
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• Ibid. , p. 149 .
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• Elliot W. Eisner , “Qualitative Intelligence and the Act of Teaching,” in Teaching: Vantage Points for Study , ed. Ronald M. Hyman ( New York : J. B. Lippincott Company , 1968 ), p. 364 .
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• Jackson , Life , pp. 120 – 21
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• Ibid. , p. 135 .
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• Philip W. Jackson and Elizabeth Belford , “Educational Objectives and the Joys of Teaching,” School Review , Autumn 1965 , p. 281 .
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• Jackson , Life , p. 145 .
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• Ibid. , pp. 167 – 68
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• Ibid. , p. 175 .
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• Elliot W. Eisner , “Some Alternatives to Quantitative Forms of Educational Evaluation,” Thrust , November 1975 , pp. 13 – 14
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• Elliot W. Eisner , “On the Uses of Educational Connoisseurship and Criticism for Evaluating Classroom Life,” Teachers College Record 78 ( February 1977 ): 347 .
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• Harry S. Broudy , Enlightened Cherishing ( Urbana , II. : The University of Illinois Press , 1972 ), p. 108 .
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• Eisner , “ Uses of Educational Connoisseurship ,” p. 351 .
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• Ibid. , p. 352 .
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• Ibid. , p. 347 .
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• Dorothy I. Seaberg , The Four Faces of Teaching ( Pacific Palisades , Ca. : Goodyear Publishing Co. , 1974 ), p. 152 .
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• Ibid. , p. 149 .
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• Ibid. , p. 152 .
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• Ibid.
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• Dwayne Huebner , “Curricular Language and Classroom Meanings,” in Curriculum Theorizing , ed. William Pinar ( Berkeley : McCutchan Publishing Corporation , 1975 ), p. 219 .
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• Ibid. , p. 224 .
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• Ibid. , p. 220 .
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• Ibid. , p. 226 .
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• Ibid.
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• Ibid. , p. 234 .
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• Ibid. , p. 232 .
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• Ibid. , p. 227 .
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• Langer , Problems , p. 9 .
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• Ibid.
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• James Herndon , How to Survive in Your Native Land ( New York : Bantam Books, Inc. , 1971 ), p. 156 .
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