Social and Philosophical Foundations of Education Commons^™

Storywood: Collaborating With Opaque Unknowable Others Through Oil Painting, Tanya J. Behrisch

Journal of Contemplative and Holistic Education

This paper demonstrates the use of contemplation and arts-based research (ABR) to explore intersubjectivity between myself and other opaque beings. Through a walking meditation, I experience an affective encounter with a plywood board found lying on a beach. The board radiates agency and mysterious stories about its passage through the world. Drawing on philosopher Tim Lilburn’s concept of permeable attention and Bennett’s theory of vibrant matter, I discover the storied nature of the damaged board and resonances between its stories and my own. By practicing perceptual openness, I discern vitality shimmering beyond the visible surface of the board. During my …

"A Life Altering And Special Journey": The Lasting Impact Of Mindfulness On Semester-Long Study Abroad Participants, Ana Conboy, Kevin Clancy

Journal of Contemplative and Holistic Education

Education abroad is held up as a high-impact practice with the potential to engage college and university students in a transformative learning experience (Kuh, 2008). The Institute for International Education (IIE) reports that 347,099 U.S. students received academic credit for study abroad during the 2018-2019 academic school year (IIE). Extensive research into student learning gains abroad have demonstrated that developing student metacognition, or one’s ability to be intentionally self-reflective, is central to transformative learning in the study abroad experience (Vande Berg et al., 2012; Zull, 2012). Consequently, international educators are continually searching for pedagogies (praxis) to facilitate metacognitive learning within …

Emotional Capital And Compassionate Educational Space: Reflection On One Undergraduate Course, Katerina Bodovski

Journal of Contemplative and Holistic Education

In this essay, I reflect upon my experience of creating and teaching a new undergraduate course, Students, Parents, Schools. I look at the course content and process through the lens of emotional capital. While being one of the themes in the course, emotional capital is also developed for the students within the class itself. I identified four aspects of the course that can be linked to building emotional capital: bringing focus to oneself; encouraging students to capitalize on their own experiences; building meaningful connections; and creating a non-punitive environment. I discuss each of the aspects, illustrating them where appropriate …

"A Life Altering And Special Journey": The Lasting Impact Of Mindfulness On Semester-Long Study Abroad Participants, Ana Conboy, Kevin Clancy

Languages and Cultures Faculty Publications

Education abroad is held up as a high-impact practice with the potential to engage college and university students in a transformative learning experience (Kuh, 2008). The Institute for International Education (IIE) reports that 347,099 U.S. students received academic credit for study abroad during the 2018-2019 academic school year (IIE). Extensive research into student learning gains abroad have demonstrated that developing student metacognition, or one’s ability to be intentionally self-reflective, is central to transformative learning in the study abroad experience (Vande Berg et al., 2012; Zull, 2012). Consequently, international educators are continually searching for pedagogies (praxis) to facilitate metacognitive learning within …

Transforming School Leadership: An Examination Of The Impetus And Evolution Of An Internal District Principal Preparation Program, Whitney Szoke

Educational Leadership & Workforce Development Theses & Dissertations

School districts, faced with increasing shortages in the education profession, are leveraging internal district strategies to recruit and grow their educators. In addition to preparing and credentialing new educators, districts are turning inward to cultivate their leadership pipeline. This case study explores a post-credential inner-district principal preparation program in a large school district in the Mid-Atlantic region. Participants were central office leaders involved in creating and developing the program. This study's findings reveal insights into the creation and development of an inner-district principal preparation program and how initiatives are shaped and influenced during the development phase. Central office leaders were …

And Still We Rise…An Examination Of The Perceptions Of African American Women’S Lived Experiences Regarding Barriers Faced During Their Journeys To Executive Leadership Positions At Historically Black Colleges And Universities, Tanya White, Dianne Reed, Ls Spencer, Charlotte Fontenot, Mack Hines

Tapestry: Journal of Research in Education

This qualitative case study described the lived experiences of 11 African American women regarding the barriers that they faced on their journeys to obtaining executive leadership positions at historically black colleges and universities and universities (HBCUs). Five of the African American women served in their positions at predominantly white universities (PWIs) in addition to HBCUs. The purpose of the study was to describe the perceptions of African American women regarding steps they have practiced continuing their path to notable success in higher education leadership. We described the behaviors and practices of these African American women leaders and how they engage …

Exploring Land-Grant Institution Partnerships To Better Serve Audiences, Carol A. Roberts, Kenya N. Washington, Alicia Betancourt, Holly Abeels, Dreamal Worthen, Martha Monroe

Journal of Extension

Programs within the Cooperative Extension Service often develop partnerships with other agencies and organizations to better meet their common goals. While there are many benefits of partnerships, they can be challenging when the partners are unequal or have dissimilar needs. Using a survey and interviews with faculty and administrators at two land-grant institutions we explore the similarities and differences that pull and push at their partnership. Recommendations to strengthen partnering opportunities at the institutional and program levels are provided.

Global Best Practices In Education: A Conceptual Definition And Criticisms, Vincent Chidindu Asogwa

Journal of Research Initiatives

The "Global Best Practices" concept is subjective and varies from many perspectives based on the indicators used. As such, there needs to be a standardized and universally accepted definition of global best practices in education, which hinders the effective identification, adoption, and benchmarking of these practices across countries and educational institutions. This ambiguity challenges teachers, students, policymakers, researchers, and practitioners seeking to understand and apply global educational best practices. Hence, this explorative study investigated the conceptual definition and criticisms surrounding the concept of global best practices in education. A narrative literature review methodology was employed to systematically search, select, and …

Toward Pedagogies For The Future To Address The Climate Crisis, Edward J. Brantmeier

Journal of Contemplative and Holistic Education

This exploratory article offers contemplative learning exercises that foster connection and intuition in order to promote adaptive intelligence and anticipatory knowing to address the uncertain future related to climate crisis. The author provides personal snapshots and reflections regarding the impact of the climate crisis and explores hopeful paths for everyday action. In specific, the article suggests that everyday revolutionary acts such as slowing down, practicing humility, and aligning economic choices with core values can make a difference. Drawing on a critical pedagogy of place, the author suggests that connection to the ecological places we inhabit matters much in our efforts …

Growing Together: Cultivating The Social-Emotional Effects Of Art Education Through Trauma-Informed Pedagogy, Kaitlyn Lawrence

Masters Theses

In many societies, the process of art is recognized as a healing and transformative practice. In recent years, it has been emerging in tandem with social emotional practices and procedures in American education. However, it is also a fact that social emotional learning (SEL) does not account for all students due to its inability to account for the needs of all students in the classroom. SEL alone aims to teach healthy development and emotional management skills, but fails to account for students with varying experiences. While there are those who can and do integrate the skills from the Social Emotional …

The Art Of Parenting: Manual For Master Trainers, National Commission On The Status Of Women (Ncsw)

Institute for Educational Development Pakistan (IED-PK) Archives

"Vision of the manual is to cultivate a community where the parents of Pakistan can believe that they are equipped with the basic tools to foster positive and holistic development of their development."

Beyond The Rational: Exploring Transrational And Embodied Knowledge Through Ceremony And Nature, Dimitris A. Alexakos

Dissertations, Theses, and Capstone Projects

This thesis explores transrational and embodied knowledge gained through my experience within ceremony and nature. This thesis uses transrational to mean “information and experience that does not readily fit into standard cause and effect logical structure” (Bernstein, 2005, p. xv). By reflecting on personal experiences and embodied sensations during ceremonies in nature, the thesis outlines a framework for exploring transrational and embodied knowledge within nature. I offer heuristics, a phenomenological tool to “explore, focus, and raise awareness” (Alexakos, 2015) to provide context for my experience in nature, ceremonies and ceremonies in nature.

The research investigates transrational and embodied knowledge through …

Adaptations And Transformations: Perceptions Of Change In Academic Motivation, Resilience, And Covid-19 Stress, Ella V. Gregorio

Dissertations, Theses, and Capstone Projects

Of concern to educators, post-COVID-19 assessments have revealed significant achievement gaps in student performance, as well as significant decreases in adolescent mental health. Less is known about changes in achievement motivation. Here we ask how students perceive their own motivation and whether it changed between “before” the pandemic to the present (Fall 2022 - Spring 2023), about three years after the beginning of the pandemic when many school routines were returning to “normal.” To understand how variance in these perceived changes might be related to pandemic-related stressors, trait resilience, and current mental health, we conducted a large survey study (N …

Towards More Inclusive Practices In Applied Linguistics: A Study Of Journal Editors’ Views On Using ‘Who’ With Nonhuman Animals With Implications For Language Education, Denise Dillon, George M. Jacobs, Meng Huat Chau

Journal of English and Applied Linguistics

Like racism or sexism, speciesism highlights how people fail to give due respect to nonhuman animals. After more than 20 years since the publication of Dunayer’s (2001) seminal work, Animal Equality: Language and Liberation, speciesism appears to remain a controversial issue. In this article, we explore the issue of speciesist language by considering the views of journal editors on one point raised in the seventh edition of the Publication Manual of the American Psychological Association (2020): that the relative pronoun who should only be used with humans and not with other animals. The results of this study suggest that while …

Applying An Intersectional And Multi-Systemic Level Approach To Adei Institutional Assessments In Social Work Higher Education, Diana A. Melendez

Dissertations, Theses, and Capstone Projects

Institutional Anti-racism, Diversity, Equity and Inclusion (ADEI) tools and assessment models are needed to support schools of social work in demonstrating compliance with the Council on Social Work Education’s (CSWE) 2022 Educational Policy and Accreditation Standards (EPAS). This study develops a new tool and model for ADEI institutional assessment in social work higher education using a collaborative, intersectional and multi-systemic level approach. The primary aim of the project was to develop and test a new tool to gather and document experience(s) of coloniality within a social work higher education institution, from multiple stakeholders’ perspectives, as a usable model of ADEI …

What Exactly Does Identity Have To Do With Teaching? Exploring The Connection Between A Teacher's Racialized Identity And Their Teacher Identity, Lizette Aguilar

Dissertations, Theses, and Capstone Projects

This study explores the relationship between race and teacher identity, specifically understanding how the two concepts intersect and (re)present themselves within the classroom environment. This study analyzes six teachers’ narratives of identity, race, and teaching to explore themes of race and identity as they traverse from their earliest experiences with race into their experiences as teachers. Findings conclude that, first, teachers’ narrative identities are a composite of key narratives—important moments of deep impact in the process of identity building—that accumulate over time to form what Dan McAdams (1993) calls personal myths. Since key narratives are continually shaping one’s personal myth, …

Jesuit Pedagogy's 'Missing Link', Alberto Núñez, Josep M. Lozano

Jesuit Higher Education: A Journal

Jesuit pedagogy has undergone a major renewal in the last fifty years. In this process, various inspirational formulations of its educational vision have been chosen. Despite maintaining a common language and spirituality, we have identified the risk that it is only lived out by a minority of people in Jesuit educational institutions. This paper proposes a re-reading of the Ratio Studiorum (RS) that offers a more precise and complete understanding of Jesuit pedagogy. This leads us to conclude that, in addition to other well-known features, it must involve the institutional governance model, a focus on an educative community that learns …

Consciousness And The Reality Of Monsters In Horror Movies: Dehumanization And What Monsters In Horror Films Say About Us, Leila Kincaid

Journal of Conscious Evolution

This essay responds to Carroll’s The Nature of Horror from the perspective of transdisciplinary phenomenological film theory, largely developed by Edgar Morin in the 1950s. It argues that Carrolls’s reduction of the phenomenological value of horror films to an unreal category minimizes and even dismisses the inherent value of horror films. Morin, Allan Combs, and others offer more integral and transdisciplinary methods for art interpretation and functionality. They help us understand how monsters in horror films can stand as mirrors and reflections of the monstrous in ourselves and society. Thus, the transformational function and value of film is revealed and …

Teacher Beliefs And Experiences Addressing Healthy Racial And Ethnic Identity Instructionally Through Social Emotional Learning, Juliana Gutierrez

Theses and Dissertations

Children and youth develop within an ecological context that includes family, peers, and broader social environments including school. Children’s understanding of their ethnic or racial group and the meaning they attribute to belonging in that group is also shaped by interactions in their school environment. Most research on school-based social-emotional learning (SEL) programs has focused on student behavioral and academic outcomes. However, as SEL spreads across U.S. K-12 schools, questions have emerged surrounding how children from diverse racial and cultural groups and unequal opportunity can benefit from universal SEL programs. Using a mixed-methods design, this study explores teachers’ understanding and …

Jesus, Nazareth And The Identity Of Catholic Schools, Maurice Ryan

eJournal of Catholic Education in Australasia

The identity of Jesus of Nazareth is the foundation of the identity of Catholic schools. Often, assertions about the identity of Jesus in relation to Catholics schools are presented without reference to the biblical record. This article seeks to provide biblical context to discussions about the identity of Jesus of Nazareth. These contextual discussions about Jesus are designed to aid considerations of Catholic school identity. The specific focus of this article is a survey of contemporary literature on Jesus’ hometown—Nazareth. A focus on Nazareth does not reveal the whole story of Jesus; it offers one piece of the jigsaw revealing …