Faculty Profiles: James T. Dillon
Professor James T. Dillon
Bachelor's Degree, major
B.A., History, St. Mary’s College, Minnesota
Master's Degree, major
M.A., Education, University of Chicago
M.A., History, Chicago State University
Doctoral Degree, research area, conferring institution
PhD, Educational Psychology, University of Chicago
Area of research:
Conceptions of teaching, questioning and discussion processes, philosophy of education
Selected publications:
Dillon, J.T. (forthcoming in 2009). The Questions of Education.
Dillon, J.T. (2004). Musonius Rufus and Education in the Good Life. Lanham, MD: University Press of America.
Dillon, J.T. (1995). Jesus as a Teacher: A Multidisciplinary Study. San Francisco: International Scholars Publications.
Dillon, J.T. (Ed.). (1994). Deliberation in Education and Society. Norwood, NJ: Ablex.
Dillon, J.T. (1994). Using Discussion in Classrooms. Buckingham, England: Open University Press.
Dillon, J.T. (1990). The Practice of Questioning. London and New York, NY: Routledge.
Dillon, J.T. (1988). Questioning and Teaching: a Manual of Practice. London: Croom; New York, NY: Teachers College Press.
Dillon, J.T. (Ed.) (1988). Questioning and Discussion: a Multidisciplinary Study. Norwood, NJ: Ablex.
Piveteau, D.J. & Dillon, J.T. (1977). Resurgence of Religious Instruction: Conception and Practice in a World of Change. Notre Dame: Religious Education Press.
Dillon, J.T. (1971, reissued 1990). Personal Teaching: Efforts to Combine Personal Love and Professional Skill in the Classroom. [In the series, Studies of the Person, C.R. Rogers & W.R. Coulson (Eds.)]. Columbus, OH: Charles E. Merrill. Reissue, Lanham, MD: University Press of America.
Dillon, J.T. (Ed. and contributor). (1968). Catechetics Reconsidered: Readings in Catechetics for High School Teachers. Winona, MN: St. Mary’s College Press.
What I like about being at the GSOE:
The opportunity to think, write and teach. Here one can pursue one’s own research and teaching.
How I discovered my professional passion:
Teaching high school in Chicago. I decided I would go to the University of Chicago to understand the mystery of teaching and learning, because it perplexed me when I was a teacher. It is within our reach. It’s not easy, but it’s not beyond us.
One of the best questions a student asked me:
Every student question is important, no matter what it is, as long as it is a question from his or her mind.