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Articles 1 - 3 of 3
Full-Text Articles in Education
Teaching Service-Learners To Be Designers Of Social Change, Matthew James Vechinski
Teaching Service-Learners To Be Designers Of Social Change, Matthew James Vechinski
Focused Inquiry Publications
This presentation focuses on teaching undergraduates to regard themselves as designers in the context of interdisciplinary project-based learning. Central to design thinking is storytelling, using narrative to reflect on scenarios and to build empathy with stakeholders. It also involves recognizing community partners as collaborators, not just as passive recipients of benefits, in order to produce truly innovative, sustainable projects that fulfill real needs and bring about change.
I Hate/Don’T Hate/Still Hate Group Projects! A Tripartite Ethical Framework For Enhancing Student Collaboration, Jeffrey W. Murray
I Hate/Don’T Hate/Still Hate Group Projects! A Tripartite Ethical Framework For Enhancing Student Collaboration, Jeffrey W. Murray
Focused Inquiry Publications
Students often say they hate group projects, because they don’t want their grade held hostage by someone else’s effort (or lack thereof) and/or because they’ve had the experience previously of having to do other people’s work for them. For the instructor, the challenge is to figure out how to provide students with the valuable lessons and learning experience of collaborative work while avoiding the common pitfalls. How should one, and how can one, balance individual accountability—one’s grade is a reflection of one’s own work—with the shared responsibility of meaningful collaborative work—one’s grade is a reflection of the group’s effort and …
Critical Thinking Activities And The Enhancement Of Ethical Awareness: An Application Of A ‘Rhetoric Of Disruption’ To The Undergraduate General Education Classroom, Jeffrey W. Murray
Critical Thinking Activities And The Enhancement Of Ethical Awareness: An Application Of A ‘Rhetoric Of Disruption’ To The Undergraduate General Education Classroom, Jeffrey W. Murray
Focused Inquiry Publications
This article explores how critical thinking activities and assignments can function to enhance students’ ethical awareness and sense of civic responsibility. Employing Levinas’s Othercentered theory of ethics, Burke’s notion of ‘the paradox of substance’, and Murray’s concept of ‘a rhetoric of disruption’, this article explores the nature of critical thinking activities designed to have students question their (often taken-for-granted) moral assumptions and interrogate their (often unexamined) moral identities. This article argues that such critical thinking activities can trigger a metacognitive destabilization of subjectivity, understood as a dialectical prerequisite (along with exposure to otherness) for increased ethical awareness. This theoretical model …