This book theorizes aesthetic classroom management through a hermeneutical approach with three fields of literature: history and philosophical foundations of chivalry, chivalry’s promulgation through the Victorian Age, and parallel issues of identity in twenty-first century teacher education.

Chapter 1. Positing a New Social Theory For Social Studies Education.- Chapter 2. Review of the Literature and Lineage of Chivalric Ideals.- Chapter 3. Critiquing the Legacy of Chivalry.- Chapter 4. Empirical Case Study of Pre-Service K-8 Teachers' Perceptions of Chivalry.

This book theorizes aesthetic classroom management through a hermeneutical approach with three fields of literature: history and philosophical foundations of chivalry, chivalry’s promulgation through the Victorian Age, and parallel issues of identity in twenty-first century teacher education. The aim of the book is to examine the relationship between chivalric ethos and education. The presented case study addresses more specifically the following question: how can chivalry be re-imagined or theorized in an educational setting? Few studies address the concept of aesthetics and hermeneutical context in American classroom management and classroom life, and Attwood pinpoints and traces the medieval social concept of chivalry through the centuries and argues it has manifested itself in classroom social construction in the twenty-first century.

“This is an intriguing examination of chivalry and of its relationships to teaching, teacher education, and contemporary life. General readers will find it informative as they reflect upon the evolution of their worldviews. Educators will find it useful in their professional development and in their teaching. Teacher educators will benefit from its insights for themselves and, especially, for their students.” (Fredrick E. Peterson, Professor, Washington State University, USA) “Attwood skillfully uses educational theory to explore the history of chivalry as the meanings of the concept evolved from their medieval origins into the twenty-first century. He supports his arguments using both qualitative and quantitative evidence. The work addresses important issues for teachers including personal identity, teaching style, and the use of arts in the social studies classroom.” (Kurt E. Kinbacher, Associate Professor, Chadron State College, USA,  and author of Urban Villages and Local Identities: Germans from Russia, Omaha Indians, and Vietnamese in Lincoln Nebraska)

Incorporates hermeneutical philosophy and social theory research First mixed-methods approach to studying the phenomenon of retro understandings of the chivalric ethos among teacher candidates who will influence the education of elementary and middle school students Presents combined focus of analyzing pre-service teachers’ perceptions of the chivalric ethos on the basis of an empirical case study contextualized with a qualitative analysis of a sample of the related literature on the chivalric ethos, classroom management theory, and social studies education