Beyond Elitism and Technicism: Teacher Education as Practical Philosophy

Abstract

Teacher education, according to Beyer, has too seldom been conceived as either contributing to the maintenance of the liberal arts (elitist) tradition or to the de velopment of technical knowledge. If re- conceived as practical philosophy, teacher education could further the humanistic and democratic impulses of liberal education and reshape the cul ture of the contemporary university. Further, by viewing teacher education programs as instances of practical philosophy committed to reflection, con versation, and action, teacher educators can assist the movement of the modern university away from its allegiances to elitism and tachnicism and toward an education that truly prepares teachers for participation in classroom life.