Open Space: Nurturing Reflection, Dialogue, and Radical Listening in Higher Education

Autor/inn/en	Bach, Dorothe J.; Cook-Sather, Alison
Titel	Open Space: Nurturing Reflection, Dialogue, and Radical Listening in Higher Education
Quelle	In: Journal on Excellence in College Teaching, 27 (2016) 2, S.97-116 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-4800
Schlagwörter	Reflection; Listening; Higher Education; Teachers; Students; Teacher Student Relationship; Learner Engagement; Empathy; College Students; Faculty; Communication Skills; Historians; Transformative Learning; Dialogs (Language); Pennsylvania + Suchen Sie Ihr Suchwort? Hörvorgang; Zuhören; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrer; Lehrerin; Lehrende; Student; Schüler; Schülerin; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung; Empathie; Collegestudent; Academic Staff; Lehrkörper; Kommunikationsstil; Historian; Historiker; Pädagogische Transformation; Dialog; Dialogs; Dialogue; Dialogues
Abstract	This article is about and for teachers wishing to open space at the intersection of the affective and the cognitive-space, we argue, that is particularly conducive to deep learning and within which students can empower themselves as learners and knowers. Drawing on written and spoken reflections of three faculty members, the authors explore how they engage students beyond the cognitive in ways that are transformative. Although their pedagogical approaches developed out of particular disciplinary teaching challenges, the underlying principles transcend field-specific boundaries, offering inspiration to anyone interested in creating conditions for learning to occur holistically and collaboratively. (As Provided).
Anmerkungen	Miami University. 303 South Patterson Avenue, Oxford, OH 45056. Tel: 513-529-9265; Fax: 513-529-9264; Web site: http://www.celt.muohio.edu/ject/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01