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Full-Text Articles in Education
Honoring The Gift: An Epistolary Exploration Of An Alternative Approach To Learning Grounded In Reciprocity And Gratitude, Tegan Keyes
WWU Honors College Senior Projects
In this project, I explore what it means to honor knowledge as a gift. This document includes a selection of letters I wrote to my teachers to express my gratitude to them, along with a written narrative in which I describe my vision of an alternative approach to undergraduate education that centers gratitude, reciprocity, and self-determination. This narrative weaves together lessons from emergence theory, Indigenous systems of education, and gift economies to tell a story of a life-sustaining education system that is grounded in the understanding that knowledge is a gift.
More Than Meets The Eye; Accessibility Of Scientific Information Through Art, Rachael Barrows
More Than Meets The Eye; Accessibility Of Scientific Information Through Art, Rachael Barrows
WWU Honors College Senior Projects
Science is inaccessible to learn in a myriad of ways. Financially it can be difficult to get information. It can also be hard to look up information on your own without knowing what to look for. Teaching science also involves a lot of reading that can be difficult for some disabilities. Through art, however, science can become more accessible, both to share and to learn. Visual learning benefits understanding and retention of information as well as creates clearer holistic concepts. Through paintings, this project shares some scientific information, exploring a way to share and teach science that is more accessible.
Against The Grain: A Philosophical Case For Requiring Service-Learning, Not Volunteer Hours, Among College Students, Daniel Gallegos
Against The Grain: A Philosophical Case For Requiring Service-Learning, Not Volunteer Hours, Among College Students, Daniel Gallegos
WWU Honors College Senior Projects
Policymakers and educators throughout the United States and abroad have long considered whether students should be required to participate in community service. Here, I provide a philosophical analysis of the issue, referring to the literature on the topic as well as the social crises which must be addressed, whether by students or otherwise. I conclude that while students should voluntarily participate in community service, they should not be required to engage merely by way of fulfilling a certain number of service hours. However, schools should require their students to participate in a service-learning curriculum with an accompanying community engagement project, …