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5 pages in length. John S. Mayher's Uncommon Sense: Theoretical Practice In Language Education dares to delve where few other educational professionals have the courage. Indeed, the author presents an interesting look at issues which others tend to view quite differently; it is in the first few chapters that he lays the groundwork for the connection between language and education. Mayher is of the opinion that there is much for instructors to learn with regard to this intrinsic relationship, which is why he strives to pass along the lessons he, himself, has learned after several decades as a language teacher. The writer discusses how the author's efforts may be deviate from the norm, but they have proven to have considerable merit of their own. No additional sources used.
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5 pages (~225 words per page)
File: D0_Uncommon.doc
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differently; it is in the first few chapters that he lays the groundwork for the connection between language and education. Mayher is of the opinion that there is much
for instructors to learn with regard to this intrinsic relationship, which is why he strives to pass along the lessons he, himself, has learned after several decades as a language
teacher. The authors efforts may be deviate from the norm, but they have proven to have considerable merit of their own. Encouraging teachers to adopt curriculum that reflects a
strong sense of conceptualization, as well as implementation of progressive approaches concerning language education, Mayher even admits that such structure is somewhat uncommon sense. Thus, he begins his book
with that very recognition, for the author knows his suggested style is different from the mainstream of instruction. Mayhers own personal experiences as a student help to mold his
teaching concepts in Uncommon Sense: Theoretical Practice in Language Education; this connection allows the author to become intimately involved with the various processes he advocates. As he follows the
history of his own learning, he maps out a clear perception that is quite easy for the reader to digest: By reassessing the notion of reflection and inquiry, one is
much better equipped to question the contradictions that are regularly confronted in the learning process. "...There is no knowledge without a knower" (79). According to Mayher, the very manner
by which people are schooled these days leaves much to be desired. All too many instructors have adopted the positivist attitude that does not provide for any added effort
on their part to encourage inner growth; other than planting the knowledge directly into the heads of their students and expecting it to be regurgitated back to them in the
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