Of education, fishbowls, and rabbit holes rethinking teaching and liberal education for an interconnected world /

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Fried, Jane
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Sterling, Virginia : Stylus Publishing, LLC, 2016.
Edición:First edition.
Temas:
Education, Higher > Philosophy.
Education, Higher > Aims and objectives.
Education, Humanistic.
Education and globalization.
Enseignement supérieur > Philosophie.
Enseignement supérieur > Finalités.
Éducation humaniste.
Éducation et mondialisation.
EDUCATION > Essays.
EDUCATION > Organizations & Institutions.
EDUCATION > Reference.
Acceso en línea:Texto completo

MARC

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100 1 |a Fried, Jane. 
245 1 0 |a Of education, fishbowls, and rabbit holes  |h [electronic resource] :  |b rethinking teaching and liberal education for an interconnected world /  |c Jane Fried with Peter Roiano, foreword by Dawn R. Person. 
250 |a First edition. 
260 |a Sterling, Virginia :  |b Stylus Publishing, LLC,  |c 2016. 
300 |a 1 online resource (xxx, 119 pages :)  |b illustration. 
336 |a text  |b txt  |2 rdacontent 
337 |a computer  |b c  |2 rdamedia 
338 |a online resource  |b cr  |2 rdacarrier 
504 |a Includes bibliographical references (pages 103-107) and index. 
505 0 0 |g Machine generated contents note:  |g 1.  |t Teaching, Learning, And Storytelling --  |t Higher Education as Culture and Subcultures: Stories That Go On and On --  |t Recognizing Cultural Beliefs: It All Seems So Normal ... --  |t Why Call This Belief System a Story? What Is Your Perspective on Perspectives? --  |t Becoming Aware of Beliefs and Wondering Where They Lead Us --  |g 2.  |t Life Beyond The Fishbowl: The Grand Narrative, Academic Disciplines, And Deep Learning --  |t How This Fishbowl Developed --  |t Why Do I Need to Know This? --  |t Getting Out Of the Fishbowl --  |t Story of Your Discipline or Area of Expertise --  |t Integrated Inquiry and Deep Learning --  |t Do Students Care? Exchanging Fishbowls and Supporting Deep Learning --  |t Note --  |g 3.  |t Everybody Learns, Some Teach --  |t Learning, Reflection, and Experience --  |t Learning in Your Discipline or Area of Expertise --  |t Teaching the Way People Learn --  |t Personal and the Impersonal: Is This a Binary or an Iterative Process? --  |t Learning to Be a Contributing Member of Family and Community --  |t Pedagogical Conundra and Personal Reflection --  |t What's the Point? --  |g 4.  |t Entr'acte: Is "Teach" A Transitive Verb? --  |t What's the Point? --  |t Students, Learning, and Development --  |g 5.  |t Self-Authorship: A New Narrative Of Learning --  |t Student Story --  |t Cartesian Split and the Twenty-First-Century Connection --  |t Another Student Story --  |t Self-Authorship and the Construction of Knowledge --  |t Classroom Dialogue --  |t Self-Authorship Is Often a Confusing and Painful Process --  |t What's the Point? --  |t My Moment of Insight --  |t More Serious Insight --  |g 6.  |t Professional Boundaries And Skills: Searching For Meaning Is Not Counseling --  |t Self-Authorship and the Creation of a Personal Narrative --  |t Self-Authorship, Personal Narrative, and Counseling: What's the Difference? --  |t Group Skills: A Focus on Process --  |t Mindfulness and Contemplation: A Focus on Meaning --  |t What's the Point? --  |g 7.  |t Curriculum, General Education, And The Grand Narrative --  |t General Education, Weil-Rounded Students, and Poetic Insights --  |t Looking at the Fishbowl, Not Through It --  |t Organizing the General Education Curriculum for Self-Authorizing Learning --  |t Different Ways of Organizing Curricula --  |t In the Rabbit Hole Almost Anything Can Make Sense --  |t Create Your Own Rabbit Hole --  |t Now What? --  |g 8.  |t Assessment: Documenting Learning From Alternate Perspectives --  |t Peter Troiano --  |t Assessment Process --  |t Operationalizing Assessment in All Its Complexities --  |t Inevitability of Assessment in the Current Environment --  |t CONCLUSION ... Well, Maybe Not --  |g APPENDIX  |t A WORKING IN GROUPS AND FACILITATING DISCUSSIONS --  |t Group Composition --  |t Group Process Issues --  |t Group Facilitation Skills (for the Professor) --  |t Resources --  |t Assessment --  |g APPENDIX B  |t CONTEMPLATIVE PRACTICES FOR CLASSROOM USE --  |t What Are Contemplative Practices? 
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650 0 |a Education, Higher  |x Philosophy. 
650 0 |a Education, Higher  |x Aims and objectives. 
650 0 |a Education, Humanistic. 
650 0 |a Education and globalization. 
650 6 |a Enseignement supérieur  |x Philosophie. 
650 6 |a Enseignement supérieur  |x Finalités. 
650 6 |a Éducation humaniste. 
650 6 |a Éducation et mondialisation. 
650 7 |a EDUCATION  |x Essays.  |2 bisacsh 
650 7 |a EDUCATION  |x Organizations & Institutions.  |2 bisacsh 
650 7 |a EDUCATION  |x Reference.  |2 bisacsh 
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650 7 |a Education, Higher  |x Aims and objectives.  |2 fast  |0 (OCoLC)fst00903015 
650 7 |a Education, Higher  |x Philosophy.  |2 fast  |0 (OCoLC)fst00903083 
650 7 |a Education, Humanistic.  |2 fast  |0 (OCoLC)fst00903134 
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