Wonder and Education: On the Educational Importance of Contemplative Wonder, Schinkel Anders, Hand Michael
Автор: Vlad Petre Glaveanu Название: Wonder: The Extraordinary Power of an Ordinary Experience ISBN: 1350085154 ISBN-13(EAN): 9781350085152 Издательство: Bloomsbury Academic Рейтинг: Цена: 17424.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book is dedicated to wonder and wondering, mundane phenomena that, despite their great value for education and other spheres of human experience, often go unnoticed both inside and outside the classroom. Praised as the origin of philosophy in ancient times, the concern for understanding and educating wonder has been present throughout history. It is not only the case that this basic psychological process opens our everyday experience to what is possible, what lies beyond the here-and-now, but does so with extraordinary consequences. Wonder transforms our experience of the world from early childhood onwards. It is ever-present in children’s play and games, it offers constant opportunities for learning and it fuels our creativity. And yet, we know little about this phenomenon, its biological, psychological, social and cultural underpinning, and even less about how to foster it and harness its benefits in education. This book fills this gap and gives a scientific yet accessible account of wondering. It proposes a new way of understanding wonder, while at the same time offering practical tools for cultivating wonder within ourselves, our interpersonal relations, and within educational practice.
Описание: This book maps links between educational theory and research, and the geographical and physical spaces in which teaching is practiced. Traces the effects of `space` on educational practice in the classroom, in institutions, and in the discipline of education.
Описание: Uncovers value-belief-systems underlying dominant narratives in modern IHEs, impacting the lives of many multidimensional adult learners. To do so, Eurocentrism and neoliberalism are used to analyse the socio-culturalpolitical movements of the US and its influence on higher education trends.
Описание: Uncovers value-belief-systems underlying dominant narratives in modern IHEs, impacting the lives of many multidimensional adult learners. To do so, Eurocentrism and neoliberalism are used to analyse the socio-culturalpolitical movements of the US and its influence on higher education trends.
Автор: Keator, Mary Название: Lectio divina as contemplative pedagogy ISBN: 1138299219 ISBN-13(EAN): 9781138299214 Издательство: Taylor&Francis Рейтинг: Цена: 22202.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Offering an original application of the ancient monastic practice of lectio divina to the humanities, this book demonstrates the need for further emphasis on deep reading, reflection, and contemplation in contemporary university classrooms.
Автор: Smeyers, Paul, Depaepe, Marc, Keiner, Edwin (Eds.) Название: Educational Research: The Importance and Effects of Institutional Spaces ISBN: 9400762461 ISBN-13(EAN): 9789400762466 Издательство: Springer Рейтинг: Цена: 18866.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book maps links between educational theory and research, and the geographical and physical spaces in which teaching is practiced. Traces the effects of `space` on educational practice in the classroom, in institutions, and in the discipline of education.
Описание: Offering an original application of the ancient monastic practice of lectio divina to the humanities, this book demonstrates the need for further emphasis on deep reading, reflection, and contemplation in contemporary university classrooms.
Описание: The Soul of Higher Education: Contemplative Pedagogy, Research and Institutional Life for the Twenty-first Century contributes to an understanding of the importance and implications of a contemplative grounding for higher education. It is the fourth in a series entitled Advances in Workplace Spirituality: Theory, Research and Application , which is intended to be an authoritative and comprehensive series in the field. This volume consists of chapters written by noted scholars from both Eastern and Western traditions that shed light on the following questions: What is an appropriate epistemological grounding for contemplative higher education? How dues the current dominant epistemology in higher education mitigate against contemplative teaching, learning, and research? What alternatives can be offered? How can a contemplative culture be nurtured in the classroom? What difference does that culture make in teaching and learning? What is the role of individual and institutional leadership in creating and sustaining this culture? What is contemplative research? How can the emerging field of contemplative studies fit into the twenty-first-century university? What can faculty and students learn from contemplative practices about how to find peace of mind in a world of higher education characterized by increasing complexity, financial pressures, and conflicts? What does a contemplative organizational structure look like in higher education? How can committees, faculty meetings, and administrative teams use contemplative practices to work more effectively together? How can contemplative decision-making processes be used in higher education? Given hierarchies, turf wars, and academics’ propensity for using argument as a weapon, is it possible to introduce contemplative practices into decision-making situations in appropriate ways?
Описание: The Soul of Higher Education: Contemplative Pedagogy, Research and Institutional Life for the Twenty-first Century contributes to an understanding of the importance and implications of a contemplative grounding for higher education. It is the fourth in a series entitled Advances in Workplace Spirituality: Theory, Research and Application , which is intended to be an authoritative and comprehensive series in the field. This volume consists of chapters written by noted scholars from both Eastern and Western traditions that shed light on the following questions: What is an appropriate epistemological grounding for contemplative higher education? How dues the current dominant epistemology in higher education mitigate against contemplative teaching, learning, and research? What alternatives can be offered? How can a contemplative culture be nurtured in the classroom? What difference does that culture make in teaching and learning? What is the role of individual and institutional leadership in creating and sustaining this culture? What is contemplative research? How can the emerging field of contemplative studies fit into the twenty-first-century university? What can faculty and students learn from contemplative practices about how to find peace of mind in a world of higher education characterized by increasing complexity, financial pressures, and conflicts? What does a contemplative organizational structure look like in higher education? How can committees, faculty meetings, and administrative teams use contemplative practices to work more effectively together? How can contemplative decision-making processes be used in higher education? Given hierarchies, turf wars, and academics’ propensity for using argument as a weapon, is it possible to introduce contemplative practices into decision-making situations in appropriate ways?
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