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Articles 1 - 4 of 4
Full-Text Articles in Education
Using “Slow” To Reframe Failure: Fusing Wisdom From The Slow Movement With Self-Compassion Principles To Transform Communication Failures, Christine E. Crouse-Dick
Using “Slow” To Reframe Failure: Fusing Wisdom From The Slow Movement With Self-Compassion Principles To Transform Communication Failures, Christine E. Crouse-Dick
Feminist Pedagogy
This pedagogical approach invites students to critically examine conventional conceptions of failure. Informed by principles of the Slow Movement and self-compassion, this teaching activity prompts recurring reflection on who has power to define failure and how our responses to perceived failures shape our identities, relationships, and trajectories. Through reflective writing, speaking, and listening exercises, students are encouraged to reframe evaluations of communication failures with a lens that prioritizes contemplation, holistic context, self-companionship, and openness. By challenging masculinized notions of failure that lack self-compassion, this approach cultivates a growth mindset and helps students find more equitable, collectively compassionate interpretations of perceived …
Participatory Photography As A Creative And Collaborative Tool In Teaching Peace Education, Rodgen M. Jabor
Participatory Photography As A Creative And Collaborative Tool In Teaching Peace Education, Rodgen M. Jabor
Peace and Conflict Studies
Peace and education are inseparable. Grounding on the aforementioned premise, peace education has become part of the curriculum in a number of countries including the Philippines. Along with the inclusion of peace education was the challenge of how to provide responsive and meaningful learning experiences in peace education. This article discusses the attempt of the use of participatory photography as a teaching methodology. Ten pre-service teachers participated in a peace education class that trialed the use of participatory photography as a teaching approach guided by a manual that was developed by the researcher. Through conducting a focus group discussion, and …
Faculty Learning Community: Advancing Faculty Academic Advising Pedagogy, Linda Jean Raynard
Faculty Learning Community: Advancing Faculty Academic Advising Pedagogy, Linda Jean Raynard
Culminating Experience Projects
Within higher educational institutions faculty may serve in a faculty advising role. The quality of faculty advising conversations can impact student’s sense of mattering and support to campus leadership, community, and beyond. Faculty, however, have competing priorities and a lack of pathological training that has prevented them from investing deeper in advising practices. Students may then miss important opportunities to initially connect with campus leaders about their curricular and co-curricular development. To better operationalize academic advising practices for faculty to use in their everyday student conversations, a faculty learning community is suggested to aid. The Faculty Learning Community: Advancing Faculty …
Teaching Philosophy As A Pedagogic Practice-Ing: Are You The Type Of Person That Says, “Everything Happens For A Reason”?, Valerie Oved Giovanini Ph.D.
Teaching Philosophy As A Pedagogic Practice-Ing: Are You The Type Of Person That Says, “Everything Happens For A Reason”?, Valerie Oved Giovanini Ph.D.
Artizein: Arts and Teaching Journal
In this paper, I discuss a classroom activity that was intended to create an environment attentive enough for students to scrutinize whether their touted beliefs matched their implicit assumptions. Drawing upon Emmanuel Levinas’s ethics of the face-to-face relation, Carol A. Taylor’s posthuman orientations for pedagogical practice-ings, and Bickel’s and Fisher’s emergent theory of art-care, I explore my pedagogical approach in teaching philosophy to explain how affective encounters in communitas between teacher and learners can expand personal understandings and imagine new meaningful possibilities together. These affective encounters serve an ethic of concern where each is capable of a unique response and …