A lucid introduction to an unjustly neglected teaching philosophy.




A brief but comprehensive summary of a pedagogical approach to K-12 classroom education. 

In the 1970s, Bogue (Studying in the Content Areas, 1993) studied for a doctorate in education at the University of Colorado-Boulder under the supervision of Dr. Don E. Carline. Carline died in 2011, but the author says that his legacy lives on in the extraordinary impression he made upon his students. She synopsizes the fundamentals of Carline’s pedagogical system in this slim volume, which functions as both an instructional primer for teachers and an admiring homage to a mentor. According to the author, Carline believed that a fully formed pedagogy required deep reflection on how one accumulates information and builds skills. Teachers who learn inefficiently are likely to teach inefficiently, but they can learn from their own classroom experiences; indeed, Carline formed his own views over a lifetime of teaching. He also asserted that teachers learn from scholarly study, and to this end, Bogue provides a considerable bibliography for each section of this book. She divides it into five parts, each corresponding to a different type of learning; these involve sensory experience, memory, motor skills, problem solving, and the emotional formation of character. Each section is further split in two—the first part furnishes a basic overview of the learning type at hand and associated classroom techniques, and the second provides a synopsis of the science involved, addressing such issues as childhood cognitive development. What emerges is a uniquely holistic interpretation of the learning process, as the various types operate codependently: “One should remember…that little knowledge and few skills are gained through only one type of learning,” Bogue writes. The author’s mastery of the academic literature is astounding throughout, and she sums it all up in accessible, nontechnical prose. Along the way, she seamlessly combines the theoretical with the practical; the “application exercises” here—offering specific questions for teachers—should be genuinely helpful. Overall, this is a concise, thoughtful monograph for K-12 educators looking for an exhaustive pedagogical paradigm that includes critical thinking and values formation.

A lucid introduction to an unjustly neglected teaching philosophy.

Pub Date: March 25, 2018

ISBN: 978-1-5320-4133-4

Page Count: 172

Publisher: iUniverse

Review Posted Online: June 15, 2018

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The sub-title of this book is "Reflections on Education with Special Reference to the Teaching of English in the Upper Forms of Schools." But one finds in it little about education, and less about the teaching of English. Nor is this volume a defense of the Christian faith similar to other books from the pen of C. S. Lewis. The three lectures comprising the book are rather rambling talks about life and literature and philosophy. Those who have come to expect from Lewis penetrating satire and a subtle sense of humor, used to buttress a real Christian faith, will be disappointed.

Pub Date: April 8, 1947

ISBN: 1609421477

Page Count: -

Publisher: Macmillan

Review Posted Online: Oct. 17, 2011

Kirkus Reviews Issue: April 1, 1947

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Carefully researched and chilling, if somewhat overwritten.


Comprehensive, myth-busting examination of the Colorado high-school massacre.

“We remember Columbine as a pair of outcast Goths from the Trench Coat Mafia snapping and tearing through their high school hunting down jocks to settle a long-running feud. Almost none of that happened,” writes Cullen, a Denver-based journalist who has spent the past ten years investigating the 1999 attack. In fact, Eric Harris and Dylan Klebold conceived of their act not as a targeted school shooting but as an elaborate three-part act of terrorism. First, propane bombs planted in the cafeteria would erupt during lunchtime, indiscriminately slaughtering hundreds of students. The killers, positioned outside the school’s main entrance, would then mow down fleeing survivors. Finally, after the media and rescue workers had arrived, timed bombs in the killers’ cars would explode, wiping out hundreds more. It was only when the bombs in the cafeteria failed to detonate that the killers entered the high school with sawed-off shotguns blazing. Drawing on a wealth of journals, videotapes, police reports and personal interviews, Cullen sketches multifaceted portraits of the killers and the surviving community. He portrays Harris as a calculating, egocentric psychopath, someone who labeled his journal “The Book of God” and harbored fantasies of exterminating the entire human race. In contrast, Klebold was a suicidal depressive, prone to fits of rage and extreme self-loathing. Together they forged a combustible and unequal alliance, with Harris channeling Klebold’s frustration and anger into his sadistic plans. The unnerving narrative is too often undermined by the author’s distracting tendency to weave the killers’ expressions into his sentences—for example, “The boys were shooting off their pipe bombs by then, and, man, were those things badass.” Cullen is better at depicting the attack’s aftermath. Poignant sections devoted to the survivors probe the myriad ways that individuals cope with grief and struggle to interpret and make sense of tragedy.

Carefully researched and chilling, if somewhat overwritten.

Pub Date: April 6, 2009

ISBN: 978-0-446-54693-5

Page Count: 406

Publisher: Twelve

Review Posted Online: May 20, 2010

Kirkus Reviews Issue: Feb. 15, 2009

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