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Full-Text Articles in Education
Philosophical Counselling Through Meditative Inquiry: Insights For Holistic And Contemplative Educators And Practitioners, Ashwani Kumar
Philosophical Counselling Through Meditative Inquiry: Insights For Holistic And Contemplative Educators And Practitioners, Ashwani Kumar
Journal of Contemplative and Holistic Education
This paper explores how meditative inquiry can contribute to philosophical counselling, and how these two perspectives together can inform the work of holistic and contemplative educators and practitioners. After outlining the definition, goals, and practices related to meditative inquiry and pointing to its transformative potential, the author draws attention to how meditative inquiry and philosophical counselling share similar goals, such as engagement in authentic inner exploration of questions of deep existential significance, and highlights the benefits of processes related to meditative inquiry, such as developing attentive listening and observation, engaging in creative and aesthetic exploration, and connecting with nature. Rather …
Acting And Pedagogical Skills In The Work Of The Teacher, N.K Suleymanova
Acting And Pedagogical Skills In The Work Of The Teacher, N.K Suleymanova
Central Asian Problems of Modern Science and Education
The article deals with the pedagogical skills of the teacher in the process of teaching and learning. Besides that, the essence of craftsmanship and artistry, which are closely interrelated is also provided. It also includes the essence of pedagogical skills in the personality of the teacher. Formationlevelsofpedagogicalartistry.
Dialogic Communication In The One-To-One Improvisation Lesson: A Qualitative Study, Leon R. De Bruin
Dialogic Communication In The One-To-One Improvisation Lesson: A Qualitative Study, Leon R. De Bruin
Australian Journal of Teacher Education
This qualitative study investigates the dialogic interactions between teacher and student that enhance learning and teaching within the one-to-one music improvisation lesson. This study analyses the ways teachers elicit student actions, thoughts and processes that develop student skills, critical and creative thinking processes necessary for improvisational development. Interactions and interplay between six Australian conservatoire improvisation students and their teachers were investigated. Data reveal dialogic interactions that span instruction, conversation, inquiry and enablement of student knowledge and skills that constitute a complex socio-cultural tapestry of discursive threads. Teacher-student interactions that activate desired creative student activity engage meta-cognitive processes and the cultivation …