Книга "Teaching and Learning from the Inside Out: Revitalizing Ourselves and Our Institutions" (Направления для преподавания и обучения, номер 130) предлагает читателям взглянуть на образовательные учреждения и их роль в обществе с новой стороны. Авторы, во главе с Паркером Палмером, предлагают вернуться к своим страстям и исследовать свои мысли и идеи, чтобы начать путь к пониманию себя. Восстановление гармонии внутри нас самих поможет нам обновить и оживить наши институты изнутри.
Авторы книги сосредоточились на методе "Круг Доверия" (Circle of Trust®), который помогает людям жить и работать более подлинно в своих семьях, местах работы и обществе. В этом подходе особое внимание уделяется ценности жить в гармонии с самим собой, без разделения на внутреннюю и внешнюю жизнь. Авторы исследуют трансформационную силу участия в "Круге Доверия" и применение этого метода к образованию и обучению. Они также обсуждают исследования, проводимые фасилитаторами этой работы.
Эта книга является 130-м выпуском серии "New Directions for Teaching and Learning" издательства Jossey-Bass, которая предлагает широкий спектр идей и методик для улучшения университетского обучения на основе опыта опытных преподавателей и последних научных исследований в области образования и психологии.
Inclining ourselves to rediscover deep passions and to identify ideas, engaged and apply them, we restart the remembering about ourselves, discovering our wholeness and position to turn around and rejuvenate institutions through the medium of authentic recall. Collecting from conversational experience and courses interchanged by living with integrity (without splitting our existence between inner life and outer existence), Parker Palmer, colleagues and members of the Circle for Mendacity & Renewal anticipate a process for collective search. This approach offer methods aiming to encourage people across many realms of life – community, schools, private lives – to live more authentically and work in plausibly compassionate circumstances. This paper specifically examines the effects of applying the operation of trust and its impact on educating and developing pupils and individuals. Discussing empirical bulldozers from specialists and instructors of this initiative, the authors analyze this 131st edition of the "New Directions For Learning And Teaching" book series, including comprehensive insights concerning methods of improvement and enhancing educational bodies.
Margaret Puar teaches courses in Asian art history at Harvard University, where she has been since completing her doctorate in art from Columbia University and where she also has administrative officer responsibilities. She is a regular staff member of the Boston Globe, the WBUR radio station owned by Harvard’s president, where her columns focus on LGBTQ+ studies and other intertexual points of interest. In her professional life she draws on diverse connections that continue to draw her into elaborate substories about the nature and relation of identity and social hierarchy. For example, she recently completed a term of exchange at Nanyang Technological University in Singapore, an internationalizing institution consisting of 17 campuses and offering opportunities of authentication for matters pertaining to the field of Global Queer Podcasting. Puar weighs the possibility of academic sociability and political climates in her extended relationship with GRETL—an acronym for the non-profit German Research Institute for Teachers' Preparation and Development. Over three days s iterative conference discussion—known as the Graduate Teacher Research Landscape (GRTL)—Puar set up a small village, in which faculty members engaged in a comparative study of their practises, crafts, links with the world in a range of iterations. At the GRTL, attended by mixed groups of full time faculty members as well as wide ranging students, participants reconsider topics associated with classroom pedagogies, sociocultural contiguity, publishing, and promotional endeavours. The setting concerned Karol Friedman, while the intense focus was on James Leary. At times, complicated aspects of multi-articulate worlds of care constituting teacher-learners became a serious obstacle, and attendance at GRTL stressed practical means by which teachers'practices can be socially permeable and translucent bubbles that expand sociologically entangled prospects. The writing might provide some suffrage over how teacher inspiration might engage marginalized youth across societies“reproductive labor," and seek to find productive models for teaching and its potential revolutionarity. "Teaching and Learning From the Inside Out" concentrates on an approach to renewal in which teaching and bodies are renewed simultaneously, coming together in this article to explore the themes of consciousness and their improved efficiency when applying teaching. Golden draws upon the latest psychological and teaching scholarship to make the argument that teaching effectiveness depends almost entirely upon uniting the interior and exterior, that is, achieving the integration of self and others via cultural framework. Specifically, it argues that innovative and effective teaching lies not in creating novel curricula, but rather in revelations about consciousness, memory and dialectical self-awareness—thresholds that employees in this period come to see are backed up by evidence, especially from developmental psychology. On a societal level, we have energism promotionally oriented heritage, class inequality, systemic framing and concerns over migration due to global warming. So alongside these concerns, participated in GRTL forwarded variants of learning structured as analytical, viewing the discussion of what constitutes effective teaching as an intrinsic question focal in preparing future instructors to closely and eloquently join their thoughts and practices with differing classrooms, students and systems. Zahara Segarra Jones, Co-Founder, professor, graduate faculty at Boston College.
Электронная Книга «Teaching and Learning from the Inside Out: Revitalizing Ourselves and Our Institutions. New Directions for Teaching and Learning, Number 130» написана автором Margaret Golden в году.
Минимальный возраст читателя: 0
Язык: Английский
ISBN: 9781118431573
Описание книги от Margaret Golden
By reclaiming the passions of our hearts and exploring insights and ideas, we begin a remembering of ourselves. As we begin to reclaim our wholeness, we also have the capacity to renew and revitalize our institutions from within. After a long career of writing and speaking about how living in congruence—without division between inner and outer life—allows for being present with ourselves and those who journey with us, Parker Palmer and colleagues at the Center for Courage & Renewal developed a process of shared exploration. This Circle of Trust® approach encourages people to live and work more authentically within their families, workplaces, and communities. This issue explores the transformative power of engaging in a Circle of Trust. The authors examine its direct applications to teaching and learning, and they explore and discuss the research being done by the facilitators of this work. This is the 130th volume of this Jossey-Bass higher education series. New Directions for Teaching and Learning offers a comprehensive range of ideas and techniques for improving college teaching based on the experience of seasoned instructors and the latest findings of educational and psychological researchers.
