Katherine Greenberg, Brian Sohn, Neil Greenberg

The Phenomenological Heart of Teaching and Learning

Theory, Research, and Practice in Higher Education

• Gebundenes Buch

Produktbeschreibung

This book presents a carefully constructed framework for teaching and learning informed by philosophical and empirical foundations of phenomenology. Based on an extensive, multi-dimensional case study focused around the 'lived experience' of college-level teaching preparation, classroom interaction, and students' reflections, this book presents evidence for the claim that the worldviews of both teachers and learners affect the way that they present and receive knowledge. By taking a unique phenomenological approach to pedagogical issues in higher education, this volume demonstrates that a truly transformative learning process relies on an engagement between consciousness and the world it 'intends'.

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 222
• Erscheinungstermin: 2. Januar 2019
• Englisch
• Abmessung: 235mm x 157mm x 17mm
• Gewicht: 481g
• ISBN-13: 9780815371830
• ISBN-10: 0815371837
• Artikelnr.: 54998677

Autorenporträt

Katherine H. Greenberg is Professor Emerita, Department of Educational Psychology at The University of Tennessee, Knoxville. Neil Greenberg is Professor Emeritus, Department of Ecology and Evolutionary Biology at The University of Tennessee, Knoxville. Sandra Thomas is Chair of the PhD. Program in the College of Nursing at The University of Tennessee, Knoxville. Howard R. Pollio is Professor Emeritus, Department of Psychology at The University of Tennessee, Knoxville. Brian Sohn is Assistant Professor, Department of Education and Counseling, Carsen-Newman University, Jefferson City, TN John Smith is Associate Professor of Mathematics, Pellissippi State Community College, Knoxville, Tn.

Inhaltsangabe

Chapter 1. The Lifeworld of the Classroom
Chapter 2. Getting DEEP: The Integrative Biology of Teaching and Learning
Chapter 3. Preparation for Teaching: "What Can They Experience in Class?"
Chapter 4. Teaching as Improvisational Jazz: "To Go Somewhere to Answer a
BIG Question"
Chapter 5. Free to Learn: A Radical Aspect of Our Approach
Chapter 6. Student Experiences of Other Students: "All Together in This
Space"
Chapter 7. Transcending the Classroom: Student Reports of Personal and
Professional Change
Chapter 8. Messing Up and Messing About: Student Needs and Teachers'
Adaptation of Our Phenomenological Approach
Chapter 9. The Contribution of Our Existential Phenomenological Approach to
Higher Education Pedagogy: Implications for Theory, Research, and Practice
References