The book's theme is helping students find meaning, purpose, and vocation in their education. Its focus is on enhancing and amplifying the pedagogy and curricula of collegiate professional and technical education programs to meet the goals of this theme.
The book's theme is helping students find meaning, purpose, and vocation in their education. Its focus is on enhancing and amplifying the pedagogy and curricula of collegiate professional and technical education programs to meet the goals of this theme.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Timothy C. Hohn is a retired faculty member and Chair of the Horticulture Department at Edmonds College, where he taught horticulture for 22 years. He received a Masters degree in Public Garden Management from the University of Delaware's Longwood Program in 1986 and is the author of Curatorial Practices for Botanical Gardens, also by Rowman & Littlefield.
Inhaltsangabe
Table of Contents Acknowledgements Preface Introduction Answering Mary's Question Chapter 1Vocation in the History of Education Chapter 2Vocation in Context Cognition and Vocation Spirituality and Personal Knowledge Liberal Learning and Vocation Vocational Vocabulary and Narrative Vocation and Community Service Vocation and Calling Conclusion Chapter 3Authenticity, Mentoring, and Learning Community Elements Authenticity Mentoring Learning Communities Chapter 4Contemplative Practice Element Vocation and Cognition Vocation and Attention Vocation and Contemplative Practice Mindfulness Reflection Contemplative Reading, Writing, Listening, Seeing Contemplative Movement Conclusion Chapter 5Vocational Narrative Element Framing Narrative Language and vocabulary Craft, Practice, and Quality Chapter 6Experiential Learning Element Service-Learning Planning and Organizing Contemplative Practice in Service-Learning Chapter 7Teaching for Vocation Using Vocabulary Using Contemplative Practice Mindfulness practice: Breathing Mindfulness practice: Listening Mindfulness practice: Reading Mindfulness practice: Writing Mindfulness practice: Contemplative Movement Mindfulness practice: Information Technology Using Service-learning Planning and Organization Student Assessment Service-Learning Project Examples Program Assessment Conclusion Bibliography Index About the Author
Table of Contents Acknowledgements Preface Introduction Answering Mary's Question Chapter 1Vocation in the History of Education Chapter 2Vocation in Context Cognition and Vocation Spirituality and Personal Knowledge Liberal Learning and Vocation Vocational Vocabulary and Narrative Vocation and Community Service Vocation and Calling Conclusion Chapter 3Authenticity, Mentoring, and Learning Community Elements Authenticity Mentoring Learning Communities Chapter 4Contemplative Practice Element Vocation and Cognition Vocation and Attention Vocation and Contemplative Practice Mindfulness Reflection Contemplative Reading, Writing, Listening, Seeing Contemplative Movement Conclusion Chapter 5Vocational Narrative Element Framing Narrative Language and vocabulary Craft, Practice, and Quality Chapter 6Experiential Learning Element Service-Learning Planning and Organizing Contemplative Practice in Service-Learning Chapter 7Teaching for Vocation Using Vocabulary Using Contemplative Practice Mindfulness practice: Breathing Mindfulness practice: Listening Mindfulness practice: Reading Mindfulness practice: Writing Mindfulness practice: Contemplative Movement Mindfulness practice: Information Technology Using Service-learning Planning and Organization Student Assessment Service-Learning Project Examples Program Assessment Conclusion Bibliography Index About the Author
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