Your students will change the world! Today’s learners face a complex future, where multilayered technological and societal issues will require new ways of problem-solving. This inspirational yet practical guide helps educators, counselors, and youth-development leaders build on students’ talents and interests to develop their desire for a better world, entrepreneurial mindset and personal leadership skills—so they can make a difference to their families, their communities, and society. Features include: ? New learning priorities centered around difference making ? A framework based on the 25 most important issues of our time ? Examples and case studies from a diverse range of projects, people, and places
This book introduces the insights of contemporary relational psychoanalysis to educational thought and uses them as the foundation for a comprehensive model for understanding and informing teaching and learning practice. The model integrates what we know about conscious thought, motivation, and the physical body and translates these understandings in ways that are meaningful and relevant to the circumstances of practicing teachers, school leaders, and teachers of teachers. It will be of great interest to them and to those educational scholars whose attentions turn to the exigencies of the current era. Echoing calls for inclusivity, the book stands against admonishing anyone on the right way to be a person. Instead it emphasises understanding and, in understanding, practicing well. Readers will gain a deeper appreciation of the nature of sense-making and awareness and of the practical implications of cognition as embodied, life forms as non-linear dynamic systems, and relationships as core to human development and classroom life. It was Einstein who, in a letter to Freud, once asked for an educational solution to the menace of war. Today’s urgencies – of nations divided, diminishing planetary resources, and certain ecological disasters – press for wisdom beyond our collective habit. Thankfully the once-elusive mysteries of life, mind, learning, and learning systems now yield in ways to help shape answers to Einstein’s question. Relational psychoanalysts, psychotherapists, educational theorists, teachers, and those who work with them will be intrigued by the convergences and heartened at the possibilities.
This book presents a carefully constructed framework for teaching and learning informed by philosophical and empirical foundations of phenomenology. Based on an extensive, multi-dimensional case study focused around the ‘lived experience’ of college-level teaching preparation, classroom interaction, and students’ reflections, this book presents evidence for the claim that the worldviews of both teachers and learners affect the way that they present and receive knowledge. By taking a unique phenomenological approach to pedagogical issues in higher education, this volume demonstrates that a truly transformative learning process relies on an engagement between consciousness and the world it ‘intends’.
Developing a Creative Curriculum shows teachers how to introduce creativity to what is often seen as a prescriptive curriculum, and addresses the tensions between innovation and the requirement to follow the curriculum.
"One of the few books on service-learning written by K-12 teachers, the volume explores the role of service in learning expeditions. With vivid detail and stories from the classroom, teachers discuss the way service deepens students' academic achievement and character development." Eighteen expeditions are organized into two sections: Science, Humanities.
Written specifically for primary teachers and trainees who wish to develop their teaching skills in English and drama, this book offers practical guidance on model drama and English teaching techniques, approaches to assessment, and examples of cross-curricular links. Teachers and students will benefit from the wide range of techniques covered in this book.
Reviews the restricting consequences of older and newer forms of paternalism, in education, taking a historical perspective and offering a cohesive sustained argument.
Alfred North Whiteheads process philosophy is one of the most creative and promising approaches developed in the 20th century. Being a scholar who for most of his professional life worked in the fields of logic, mathematics, and physics it was one of Whiteheads major intentions to exemplarily demonstrate the possibility of the creative interplay between metaphysics and other disciplines such as aestethics, ethics, theology and especially the single sciences. One scientific field which he never lost interest in during his whole life was education, a key domain for prospering societies. In this book a selection of 15 papers explores Whiteheads educational ideas which are based on his radical process approach. Following the Introduction which presents Whiteheads criticism of traditional education and the false psychology which it is based on, the book is divided into two major parts. The first part deals with Whiteheads philosophically inspired alternative theoretical framework for learning and education. Special focus is layed on the concept of the learning process which according to Whitehead is essentially cyclic in nature. In the second part it is shown how Whiteheads ideas can profitably be applied to different sub-domains within education: management education, college education and evalutation. The book shows that Whiteheads process approach offers a promising alternative to traditional education.
In The Contemplative Mind in the Scholarship of Teaching and Learning, Patricia Owen-Smith considers how contemplative practices may find a place in higher education. By creating a bridge between contemplative practices and the Scholarship of Teaching and Learning (SoTL), Owen-Smith brings awareness of contemplative pedagogy to a larger audience of college instructors, while also offering classroom models and outlining the ongoing challenges of both defining these practices and assessing their impact in education. Ultimately, Owen-Smith asserts that such practices have the potential to deepen a student’s development and understanding of the self as a learner, knower, and citizen of the world.
The Transformation of Learning gives an overview of some significant advances of the cultural-historical activity theory, also known as CHAT in the educational domain. Developments are described with respect to both the theoretical framework and research. The book's main focus is on the evolution of the learning concept and school practices under the influence of cultural-historical activity theory. Activity theory has contributed to this transformation of views on learning, both conceptually and practically. It has provided us with a useful approach to the understanding of learning in cultural contexts.
