In The Stigma of Genius: Einstein, Consciousness and Critical Education, we muse over ways in which to be, to become and to recognize uniqueness and different paths to genius. Understanding there is no prescribed procedure, we determine multiple actions, means and measures with which we recognize and teach to genius, we look at Einstein’s life and knowledges to connect our pedagogies and students. Today’s schools often exemplify an inability to stimulate and encourage students to find passion, goals and reasons to be educated. Many public school students do not succeed, they are disengaged, discouraged, and failing. Teachers are exhausted and overworked and lack respect and administrative support in districts controlled by local and national politics. Using Einstein as an example, but also a metaphor for educators, The Stigma of Genius is straight talk about the needs for schools/teachers/administrators/students to become critically and contextually aware. We argue for an education which is conscious of students’ needs and the nuances within each school and each classroom. Discussing cognition, classes, urban education and diversity, we have attempted to circle back to Einstein and understand ways to support and encourage today’s geniuses.
Kincheloe / Steinberg / Adjapong
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Weitere Infos & Material
Christopher Emdin: Foreword – Shirley R Steinberg: Preface – Joe L. Kincheloe: Introduction: Rubber Sheets, Bowling Ball, and BBs – Interconnectedness and a New Consciousness – Einstein’s Lessons for Learners – Einstein the Student, Einstein the Teacher – Einstein and the Purposes of Schooling – Rolling the Epistemological Dice – The Nature of Genius – Einstein’s Unique Thinking Style – Einstein’s Search for Unity – What About Teaching? – The Genius of Hip-hop – And Beyond Modern Education… – Employing the Bricolage as Critical Research in Science Education – References – About the Authors.
The Authors: Joe L. Kincheloe is the Belle Zeller Chair of Public Policy and Administration at CUNY Brooklyn College and a professor at Penn State University. He is the author of many books and articles including: Toil and Trouble: The Integration of Academic and Vocational Education; Teachers as Researchers: Qualitative Paths to Empowerment; Getting beyond the Facts: Teaching Social Studies in the Late Twentieth Century. His most recent book is The Sign of the Burger: McDonald's and the Culture of Control. He is also the co-editor with Shirley R. Steinberg of Kinderculture: The Corporate Construction of Childhood.
Shirley R. Steinberg teaches at Adelphi University Soho Center and Garden City, New York. She is an educational consultant and director of social drama for youth. Her latest books are Changing Multiculturalism with Joe L. Kincheloe, and Contextualizing Teaching with Joe L. Kincheloe and Patrick Slattery. She is also the co-editor of Students as Researchers; Unauthorized Methods: Strategies for Critical Teaching; Measured Lies: The Bell Curve Examined; and White Reign: Deploying Whiteness in America.
Deborah J. Tippins is a well-known science educator and Associate Professor of Science Education and Elementary Education at the University of Georgia. She is the author of many articles on science and education. Her most recent book, The Promises and Dilemmas of Middle and Secondary Science Teaching: A Classroom Case Handbook, is co-edited with Thomas Kobala. Formerly director of research for the National Science Teachers Association, she is widely traveled and deeply involved in working with various foundations and science organizations.
