Cultivating a Culture of Learning
Rowman & Littlefield (Verlag)
978-1-4758-3628-8 (ISBN)
Cultivating a Culture of Learning: Contemplative Practices, Pedagogy, and Research in Education illustrates portraits of practice from a variety of teacher education programs, bringing together a rich collection of voices from diverse settings. Authors share their first-hand experience of cultivating a culture of learning as teacher educators and employing contemplative practices in their work with educators. Contemplative practices, pedagogy, and research are analyzed as essential components of cultivating cultures of learning in classrooms. Several chapters offer innovative models, pedagogy, and courses utilizing contemplative practices. The authors in this book advocate and express the importance of creating spaces where the inner life and qualities such as intuition, creativity, silence, and heart-centered learning are valued and work in partnership with cognitive and rational ways of knowing and being in the world. Authors explore challenges faced institutionally, with students, and personally. The insights and challenges shared in these portraits of practice are intended to stimulate conversation and engender future pedagogy and research in the field of contemplative education.
Kathryn Byrnes, Ph.D. is the Baldwin Program Director in the Center for Learning and Teaching at Bowdoin College, and faculty at the Teachings in Mindful Education (TiME) Institute in Maine. She served as Board President of the Mindfulness in Education Network (MiEN), and taught in-person and online courses on Mindful Education at Lesley University and Bowdoin College. Her scholarship and professional development work focuses on the integration of contemplative pedagogy in educational contexts. Jane E. Dalton, Ph.D is an assistant professor of art education at the University of North Carolina in Charlotte, teaching art education and studio art. Her scholarship focuses on contemplative pedagogy and social-emotional learning in classrooms using the arts. A textile artist, Jane’s work has been exhibited throughout the United States. She is the co-author of The Compassionate Classroom: Lessons that Nurture Empathy and Wisdom. Elizabeth Hope Dorman, Ph.D., is Associate Professor of Teacher Education at Fort Lewis College, a public liberal arts college in Durango, Colorado, where she teaches graduate and undergraduate students in secondary, K-12, and elementary education programs. Her scholarship focuses on the integration and effects of mindfulness and contemplative pedagogies on teacher development of social-emotional competence, particularly in diverse contexts and courses that address multicultural perspectives and equity issues.
Foreword
Acknowledgements
Introduction- Kathryn Byrnes, Jane E. Dalton, and Elizabeth Hope Dorman
Chapter 1- Internal Ways of Knowing: A Case for Contemplative Practices in Pre-Service Teacher Education- Maureen Hall, Libby Falk Jones, and Aminda O’Hare
Chapter 2- Rock, Rock! Who’s There? Mary-Ann Mitchell-Pellett
Chapter 3- Reframing How We Think about Learning: A Four-Source Model- Kristin Rainville and Katie Cunningham
Chapter 4- Using Contemplative Pedagogies to Explore Diversity Within and Beyond One’s Experience in Pre-Service Teacher Education- Jeremy Forest Price
Chapter 5- Deep Listening, Authentic Dialogue: An (Inter)Connected Approach to Teacher Education- Tami Augustine
Chapter 6- Toward Persistence: Contemplative Practices in Community College Teacher Education Programs- Heather Bandeen
Chapter 7- Mindfulness and Student Teaching: Practice Makes Perfect (Just As You Are!)- Elizabeth G. Holtzman and Carolyn Obel-Omia
Chapter 8- Across Time and Space: Designing Online Contemplative Learning- Kathryn Byrnes
| Erscheinungsdatum | 16.03.2018 |
|---|---|
| Verlagsort | Lanham, MD |
| Sprache | englisch |
| Maße | 161 x 239 mm |
| Gewicht | 376 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik |
| ISBN-10 | 1-4758-3628-7 / 1475836287 |
| ISBN-13 | 978-1-4758-3628-8 / 9781475836288 |
| Zustand | Neuware |
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