Development across school years
The approach changes with age, from learning by observation to practice, reflection and conviction.
EDUCATION AND PERSONALITY DEVELOPMENT
The Pedagogy of Inscription
What School Shapes as It Teaches
What does school shape as it teaches?
Lessons convey subject matter. Assessment, discipline, relationships and school rules also shape ways of responding. Casarotto asks how schools can take responsibility for this formative role and prepare students for a world that demands cooperation and judgment.
The book connects personality development with the institutional life of schools. It presents age-sensitive approaches to virtue practice, a protocol for inscription, and proposals for school management that support what educators are trying to teach.
Download this book’s presentation ↓The practice of inscription
Attention, repetition, spacing, supportive relationships, active retrieval, feedback and sleep inform the author’s proposed method.
Management is curriculum
Assessment, discipline without humiliation, staff conditions and student voice become part of the school’s formative responsibility.
Inscription names the author’s proposal for developing dispositions available in everyday conduct. The book distinguishes learning principles from the specific protocol and includes an agenda for further research.
What remains with a student after a lesson ends? The Pedagogy of Inscription examines how a school’s everyday life helps shape personality. Its central question reaches beyond the content of lessons to the conduct that students repeatedly experience and practice.
The book begins with the mismatch between inherited school structures and a changing society. It examines developmental stages, human needs and the difference between understanding an idea and having a disposition available when a situation calls for it.
At its center is the author’s method of inscription. The approach draws on learning and memory principles, adapts practice to different ages and connects reflection with conduct in real situations. The manuscript distinguishes the general principles from the specific timing and structure chosen for the protocol.
The institutional chapters examine grading, discipline, school policies, physical education, staff development and channels for student voice. The closing sections address implementation and a research agenda, including how to evaluate school climate and observe conduct. The proposal connects the development of the student with the conditions in which teachers work.
For readers of this book
Educators, school leaders, teacher educators and readers interested in educational change, character development and school culture.
Its place in the trilogy
It asks how education can prepare people to participate in the world of work described in the second volume.
THE COLLECTION
Read it on its own.
Or explore the trilogy.
It asks how education can prepare people to participate in the world of work described in the second volume.
Available individually or as part of the complete three-book set.
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