Coming to Appreciate Diversity: Ontological Change through Student-Student Relationships

Autor/in	Sohn, Brian Kelleher
Titel	Coming to Appreciate Diversity: Ontological Change through Student-Student Relationships
Quelle	In: Journal of Transformative Education, 19 (2021) 1, S.50-67 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sohn, Brian Kelleher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/1541344620940811
Schlagwörter	Phenomenology; Case Studies; Graduate Students; Seminars; Peer Relationship; Transformative Learning; Teacher Student Relationship; Collegiality; Comparative Analysis; Course Content; Teaching Methods; Emotional Experience; Diversity; College Faculty; Student Attitudes + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Case study; Fallstudie; Case Study; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Seminar; Peer-Beziehungen; Pädagogische Transformation; Teacher student relationships; Lehrer-Schüler-Beziehung; Kollegialität; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Schülerverhalten
Abstract	This article, developed from a phenomenological case study of a graduate seminar, presents the development of student-student relationships over the course of a semester and the ways in which they were part of a transformative learning (TL) experience. Often neglected in studies of adult learners, such relationships are revealed to be of critical importance to fostering TL--not to diminish teacher-student relationships but to augment them. Participant diversity included gender, age, race, religion, and field of study. Findings include the student experiences of being "all together" in a collegial and supportive classroom environment and how their relationships developed over time. Superficial comparisons between students, as the course progressed, gave way to intimate explorations of content and changes in disposition. Interpretation of the findings is guided by existential phenomenology and TL theory. Implications for instructors include adapting a phenomenological approach to teaching that brings students together through emotional engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01