This book highlights the critical importance of what it means to thoughtfully teach, emphasizing that a central aspect toward transformation in education is through the dedicated efforts of thoughtful teachers.

PREFACE TO THE SECOND EDITION

PREFACE TO THE FIRST EDITION

ACKNOWLEDGMENTS

INTRODUCTION

SECTION I: FROM THE INSIDE OUT

Chapter 1: An Earned Privilege

Chapter 2: Establishing a Philosophy of Education

Chapter 3: The Decisive Relevance of Dispositions: Reconciling the Private with the Public

Chapter 4: A Certain Spirituality of Inclusion

Chapter 5: Six Dispositions of Significance

Chapter 6: Reflective Thinking-Thoughtful Action

SECTION II: ENTERING INTO RELATIONSHIPS

Chapter 7: Hardwired to be in Relationship: A Thing of the Brain

Chapter 8: Fostering the Teacher-Student Relationship: From Right Where They Are

Chapter 9: Cultivating Dialogue

Chapter 10: The Flow of Integrity

Chapter 11: Other Relationships: Parents/Caregivers, Colleagues, and the Wider Community

Chapter 12: To be in Relationship is to Celebrate Diversity

SECTION III: THE GOAL IS TO INSPIRE (AN ARTISTIC ENDEAVOR)

Chapter 13: The Character of Inspiration

Chapter 14: Inspiration and the Autobiographical Nature of Teaching

Chapter 15: Inspiration Leads to an Artistic Act

SECTION IV: THE GLUE THAT IS EDUCATIONAL PSYCHOLOGY

Chapter 16: The Critical Relevance of Theory

Chapter 17: Paving the way Toward Child/Developmental Psychology: John Locke and Jean-Jacques Rousseau

Chapter 18: An Overview: Behaviorism, Cognitivism, and Humanism

Chapter 19: Educational Psychology, Practice, and the Voices of Women and People of Color

SECTION V: FIVE COMPONENTS OF KNOWLEDGE

Chapter 20: Knowledge of Pedagogy and Knowledge of Classroom Management

Chapter 21: Knowledge of Learning, Knowledge of Students, and Knowledge of Subject Matter

SECTION VI: ASSESSMENT IS TO "SIT WITH"

Chapter 22: Two Different Processes: Assessment and Evaluation

Chapter 23: The Advent of a Testing Movement

Chapter 24: Moving into an Era of High-Stakes Testing

Chapter 25: The Resistance to Standardized Tests

Chapter 26: Emphasizing Formative and Portfolio Assessments

SECTION VII: TEACHER LEADERSHIP AND THE CHALLENGES

Chapter 27: Teacher as Leader

Chapter 28: Teacher Leadership and the Challenge of Poverty

Chapter 29: Teacher Leadership and Confronting a Culture of Violence: The Scourge of School Shootings and Bullying

Chapter 30: And How Are the Children?

APPENDICES

Appendix A: Derivative and Historical Unfolding of Inspiration

Appendix B: A Response to the Tylerian Rationale

REFERENCES