Broschiertes Buch

Integrative Learning and Action

A Call to Wholeness

Herausgegeben: Awbrey, Susan M.; Dana, Diana; Miller, Vachel W.; Robinson, Phyllis

Beschreibung

The quest for wholeness is an emerging movement in education and in organizations. Integrative Learning and Action is a call to wholeness by poets, organizational theorists, scientists, lawyers, educators, philosophers, administrators, and contemplatives. In diverse ways the essays speak to an emerging desire for a different world - for different ways of learning, knowing, and being that draw upon the full spectrum of our cognitive, aesthetic, emotional, spiritual, and kinesthetic intelligences in order to create a wiser, more sustainable, and collaborative global society. The essays challenge us to chart a new integrative course for the future, to expand our thinking, and to re-enlist our hearts in the life-long journey of learning and living, and will be valuable to all who are engaged in the transformation occurring in education and the workplace.

Autor

The Editors: Susan M. Awbrey is Vice Provost for Undergraduate Education at Oakland University. She received her Ph.D. from Michigan State University. She was a faculty member and administrator at the University of Texas, The University of Illinois, and Michigan State University, and was selected as an American Council on Education Fellow. Her passion is creating education for whole persons. Diane Dana is a Research Assistant for the SEED Project on Inclusive Curriculum, based at the Center for Research on Women at Wellesley College and supports efforts to make schools, colleges and universities more multicultural, gender fair and globally aware. She joined the team of academics, administrators and community members in the Five College area of western Massachusetts to form the Community for Integrative Learning and Action (CILA). Vachel W. Miller is currently Project Manager for the Kenya, Uganda, Rwanda, and Ethiopia Together (KURET) Project in Uganda. His work focuses on education for peace, alternative indicators, and spirituality in education. He has coedited a book of essays entitled Transforming Campus Life: Reflections on Spirituality and Religious Pluralism (Peter Lang, 2001). Phyllis Robinson received her doctorate in International Education from the University of Massachusetts Amherst, Center for International Education, and has worked for many years in support of the Buddhist leadership in Cambodia in their efforts to stabilize their society after decades of war and attempted genocide. She now consults internationally and nationally in exploring and researching the integral role spirit can play in individual healing and in building an ethical society. Merle M. Ryan was an Assistant Dean of Students at the University of Massachusetts Amherst. She is now retired and teaches Embracing Diversity, Leadership in Higher Education and American Sign Language at the University of Massachusetts Amherst. She was also a coeditor of Transforming Campus Life: Reflections on Spirituality and Religious Freedom (Peter Lang, 2001). David K. Scott received his D.Phil. from Oxford University and has worked as a nuclear scientist and as an educator, most recently as the Chancellor of the University of Massachusetts Amherst. He is now interested in creating a Community for Integrative Learning and Action (CILA) and in exploring the role of spirituality in higher education.

Produktdetails

• Studies in Education and Spirituality 3
• Verlag: Peter Lang
• Artikelnr. des Verlages: 65750
• 1. Auflage
• Seitenzahl: 232
• Erscheinungstermin: 9. Juni 2006
• Englisch
• Abmessung: 225mm x 150mm x 13mm
• Gewicht: 340g
• ISBN-13: 9780820457505
• ISBN-10: 0820457507
• Artikelnr.: 23281217

Rezensionen

«'Integrative Learning and Action: A Call to Wholeness' will be categorized as a book about education and read as such. Well it should be. But it is also a book about American politics, for it provides insight into the polarization of American society - why much of that society distrusts the academy as an institution even while loving the college they went to, and why the academy should not dismiss those concerns no matter how abhorrent their expression may be on the surface. Those often intensely anti-intellectual views are rooted in legitimate concerns about the fragmentation of life as well as knowledge. This remarkable collection of essays...could provide a base for beginning a much-needed dialogue between the academy and the rest of

America. Both desperately need that dialogue.» (Gregory S. Prince, President Emeritus, Hampshire College)
«This volume of very thoughtful and powerful essays is a call to all of us to reexamine our practices in higher education. It challengesus not only to reflect on our personal lives in the interests of achieving greater wholeness and authenticity, but also to encourage our students to achieve a fuller integration of learning, doing, and being. It articulates a vision of a world where all of us can live a life worth living, a life of caring, authenticity, and wholeness, both for us and for our students. This book should be read by all of us who care deeply about education, our students, and the future of our country and our world.» (Helen S. Astin, Professor Emerita & Senior Scholar, and Alexander W. Astin, Professor Emeritus & Founding Director, Higher Education Research Institute (HERI), and the University of California at Los Angeles)