Harvey R. Brown
- Published in print:
- 2005
- Published Online:
- September 2006
- ISBN:
- 9780199275830
- eISBN:
- 9780191603914
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199275831.003.0001
- Subject:
- Philosophy, Philosophy of Science
Following Einstein's brilliant 1905 work on the electrodynamics of moving bodies, and its geometrization by Minkowski which proved to be so important for the development of Einstein's general theory ...
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Following Einstein's brilliant 1905 work on the electrodynamics of moving bodies, and its geometrization by Minkowski which proved to be so important for the development of Einstein's general theory of relativity, it became standard to view the FitzGerald-Lorentz hypothesis as the right idea based on the wrong reasoning. This chapter expresses doubts that this standard view is correct, and believes that posterity will look kindly on the merits of the pre-Einsteinian, ‘constructive’ reasoning of FitzGerald, if not Lorentz. The theories of FitzeGerald, Michelson, Heaviside, Einstein, and Bell are discussed. The chapter also considers what space-time is not.Less
Following Einstein's brilliant 1905 work on the electrodynamics of moving bodies, and its geometrization by Minkowski which proved to be so important for the development of Einstein's general theory of relativity, it became standard to view the FitzGerald-Lorentz hypothesis as the right idea based on the wrong reasoning. This chapter expresses doubts that this standard view is correct, and believes that posterity will look kindly on the merits of the pre-Einsteinian, ‘constructive’ reasoning of FitzGerald, if not Lorentz. The theories of FitzeGerald, Michelson, Heaviside, Einstein, and Bell are discussed. The chapter also considers what space-time is not.
Stephen M. Kosslyn and Ben Nelson (eds)
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780262037150
- eISBN:
- 9780262343695
- Item type:
- book
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262037150.001.0001
- Subject:
- Education, Educational Policy and Politics
Higher education is in crisis. It is too expensive, ineffective, and impractical for many of the world’s students. But how would you reinvent it for the twenty-first century—how would you build it ...
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Higher education is in crisis. It is too expensive, ineffective, and impractical for many of the world’s students. But how would you reinvent it for the twenty-first century—how would you build it from the ground up? Many have speculated about changing higher education, but Minerva has actually created a new kind of university program. Its founders raised the funding, assembled the team, devised the curriculum and pedagogy, recruited the students, hired the faculty, and implemented a bold vision of a new and improved higher education. This book explains that vision and how it is being realized. The Minerva curriculum focuses on “practical knowledge” (knowledge students can use to adapt to a changing world); its pedagogy is based on scientific research on learning; it uses a novel technology platform to deliver small seminars in real time; and it offers a hybrid residential model where students live together, rotating through seven cities around the world. Minerva equips students with the cognitive tools they need to succeed in the world after graduation, building the core competencies of critical thinking, creative thinking, effective communication, and effective interaction. The book offers readers both the story of this grand and sweeping idea and a blueprint for transforming higher education.Less
Higher education is in crisis. It is too expensive, ineffective, and impractical for many of the world’s students. But how would you reinvent it for the twenty-first century—how would you build it from the ground up? Many have speculated about changing higher education, but Minerva has actually created a new kind of university program. Its founders raised the funding, assembled the team, devised the curriculum and pedagogy, recruited the students, hired the faculty, and implemented a bold vision of a new and improved higher education. This book explains that vision and how it is being realized. The Minerva curriculum focuses on “practical knowledge” (knowledge students can use to adapt to a changing world); its pedagogy is based on scientific research on learning; it uses a novel technology platform to deliver small seminars in real time; and it offers a hybrid residential model where students live together, rotating through seven cities around the world. Minerva equips students with the cognitive tools they need to succeed in the world after graduation, building the core competencies of critical thinking, creative thinking, effective communication, and effective interaction. The book offers readers both the story of this grand and sweeping idea and a blueprint for transforming higher education.
Shannon L. Mariotti
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9780813167336
- eISBN:
- 9780813167411
- Item type:
- book
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813167336.001.0001
- Subject:
- Political Science, Political Theory
As a German critical social theorist associated with the Frankfurt School, Adorno is not typically studied in the context of American political thought or democratic theory. But because of his Jewish ...
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As a German critical social theorist associated with the Frankfurt School, Adorno is not typically studied in the context of American political thought or democratic theory. But because of his Jewish background, during the World War II era he immigrated to the United States and resided in New York and California for nearly eleven years. Drawing from neglected essays, radio addresses, and lectures originally composed in English in the United States, Adorno and Democracy: The American Years revises the traditional understanding of Adorno as a high modernist aesthete, a cultural elitist, and a notoriously inaccessible theorist. This book traces his theory of democracy as it both develops in and is practically applied to the United States. Adorno enacts and encourages a novel project for democratic leadership that operates through specifically democratic forms of education and pedagogy. We see Adorno translating and introducing his ideas to a broader public in ways that reflect a desire to understand and inform the problems and possibilities of American democracy at the level of the everyday customs and conventions of citizens. Reframing our image of Adorno in the process of drawing out the lessons of these neglected and unexplored writings, this book shows why we should begin to read him as a twentieth-century democratic theorist. Adorno’s unconventional perspectives may help revitalize our democratic politics, add conceptual rigor to democratic theory, and remind us of the normative promise that used to attach more closely to the concept of “democracy.”Less
As a German critical social theorist associated with the Frankfurt School, Adorno is not typically studied in the context of American political thought or democratic theory. But because of his Jewish background, during the World War II era he immigrated to the United States and resided in New York and California for nearly eleven years. Drawing from neglected essays, radio addresses, and lectures originally composed in English in the United States, Adorno and Democracy: The American Years revises the traditional understanding of Adorno as a high modernist aesthete, a cultural elitist, and a notoriously inaccessible theorist. This book traces his theory of democracy as it both develops in and is practically applied to the United States. Adorno enacts and encourages a novel project for democratic leadership that operates through specifically democratic forms of education and pedagogy. We see Adorno translating and introducing his ideas to a broader public in ways that reflect a desire to understand and inform the problems and possibilities of American democracy at the level of the everyday customs and conventions of citizens. Reframing our image of Adorno in the process of drawing out the lessons of these neglected and unexplored writings, this book shows why we should begin to read him as a twentieth-century democratic theorist. Adorno’s unconventional perspectives may help revitalize our democratic politics, add conceptual rigor to democratic theory, and remind us of the normative promise that used to attach more closely to the concept of “democracy.”
Brigitte Weltman-Aron
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780231172561
- eISBN:
- 9780231539876
- Item type:
- chapter
- Publisher:
- Columbia University Press
- DOI:
- 10.7312/columbia/9780231172561.003.0002
- Subject:
- Literature, Criticism/Theory
An analysis of each author's response to the partitions enacted by colonial school and pedagogical methods. Colonial school is a contradictory space that provides partial openings, and enhances ...
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An analysis of each author's response to the partitions enacted by colonial school and pedagogical methods. Colonial school is a contradictory space that provides partial openings, and enhances different competing memories.Less
An analysis of each author's response to the partitions enacted by colonial school and pedagogical methods. Colonial school is a contradictory space that provides partial openings, and enhances different competing memories.
Yeandle Peter
- Published in print:
- 2015
- Published Online:
- January 2016
- ISBN:
- 9780719080128
- eISBN:
- 9781781708354
- Item type:
- book
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719080128.001.0001
- Subject:
- History, Imperialism and Colonialism
Citizenship, Nation, Empire investigates the extent to which popular imperialism influenced the teaching of history between 1870 and 1930. It is the first book-length study to trace the substantial ...
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Citizenship, Nation, Empire investigates the extent to which popular imperialism influenced the teaching of history between 1870 and 1930. It is the first book-length study to trace the substantial impact of educational psychology on the teaching of history, probing its impact on textbooks, literacy primers and teacher-training manuals. Educationists identified ‘enlightened patriotism’ to be the core objective of historical education. This was neither tub-thumping jingoism, nor state-prescribed national-identity teaching. Rather, enlightened patriotism was a concept used in the development of a carefully crafted curriculum for all children which fused civic intentions alongside imperial ambitions. The book will be of interest to those studying or researching aspects of English domestic imperial culture, especially those concerned with questions of childhood and schooling, citizenship, educational publishing and anglo-British relations. Given that vitriolic debates about the politics of history teaching have endured into the twenty-first century, Citizenship, Nation, Empire is a timely study of the formative influences that shaped the history curriculum in English schools.Less
Citizenship, Nation, Empire investigates the extent to which popular imperialism influenced the teaching of history between 1870 and 1930. It is the first book-length study to trace the substantial impact of educational psychology on the teaching of history, probing its impact on textbooks, literacy primers and teacher-training manuals. Educationists identified ‘enlightened patriotism’ to be the core objective of historical education. This was neither tub-thumping jingoism, nor state-prescribed national-identity teaching. Rather, enlightened patriotism was a concept used in the development of a carefully crafted curriculum for all children which fused civic intentions alongside imperial ambitions. The book will be of interest to those studying or researching aspects of English domestic imperial culture, especially those concerned with questions of childhood and schooling, citizenship, educational publishing and anglo-British relations. Given that vitriolic debates about the politics of history teaching have endured into the twenty-first century, Citizenship, Nation, Empire is a timely study of the formative influences that shaped the history curriculum in English schools.
Tim Allender
- Published in print:
- 2016
- Published Online:
- May 2016
- ISBN:
- 9780719085796
- eISBN:
- 9781526104298
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719085796.003.0007
- Subject:
- History, Imperialism and Colonialism
Unlike colonial medical care, colonial classroom teaching continued to be restricted mostly to Eurasian females with teacher training as the focus. A new European Code was introduced in 1883 in north ...
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Unlike colonial medical care, colonial classroom teaching continued to be restricted mostly to Eurasian females with teacher training as the focus. A new European Code was introduced in 1883 in north India that created official legal boundaries that formalised the racialization of colonial female teaching aimed principally at producing Eurasian teachers. A new influx of European women professionals to India began after the opening of the Suez canal in 1869. They deployed new networks of limited interaction. Now identified by name by the raj, these women professional teachers set about capturing an emerging middle class female student market, transferring accomplishments education more directly from Europe. The transference forced them to negotiate new feminine cultural terrain in India and, in this competitive market, compete with each other in ways that showed strong variability in their willingness to accommodate new teacher training approaches, particularly Froebel kindergarten philosophy. This chapter also identifies luminaries from this European cohort who were able to indigenize European pedagogy for the benefit of young learners who were Indian girls.Less
Unlike colonial medical care, colonial classroom teaching continued to be restricted mostly to Eurasian females with teacher training as the focus. A new European Code was introduced in 1883 in north India that created official legal boundaries that formalised the racialization of colonial female teaching aimed principally at producing Eurasian teachers. A new influx of European women professionals to India began after the opening of the Suez canal in 1869. They deployed new networks of limited interaction. Now identified by name by the raj, these women professional teachers set about capturing an emerging middle class female student market, transferring accomplishments education more directly from Europe. The transference forced them to negotiate new feminine cultural terrain in India and, in this competitive market, compete with each other in ways that showed strong variability in their willingness to accommodate new teacher training approaches, particularly Froebel kindergarten philosophy. This chapter also identifies luminaries from this European cohort who were able to indigenize European pedagogy for the benefit of young learners who were Indian girls.
Rebecca Tarlau
- Published in print:
- 2019
- Published Online:
- June 2019
- ISBN:
- 9780190870324
- eISBN:
- 9780190870331
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190870324.001.0001
- Subject:
- Sociology, Politics, Social Movements and Social Change, Education
Contrary to the conventional belief that social movements cannot engage the state without becoming co-opted and demobilized, this study shows how movements can advance their struggles by ...
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Contrary to the conventional belief that social movements cannot engage the state without becoming co-opted and demobilized, this study shows how movements can advance their struggles by strategically working with, in, through, and outside of state institutions. The success of Brazil’s Landless Workers Movement (MST) in occupying land, winning land rights, and developing alternative economic enterprises for over a million landless workers has made it an inspiration for progressive organizations globally. The MST’s educational initiatives, which are less well known but equally as important, teach students about participatory democracy, collective work, agroecological farming, and other practices that support its socialist vision. This study details how MST activists have pressured municipalities, states, and the federal government to implement their educational proposal in public schools and universities, affecting hundreds of thousands of students. Based on twenty months of ethnographic fieldwork, Occupying Schools, Occupying Land documents the potentials, constraints, failures, and contradictions of the MST’s educational struggle. A major lesson is that participating in the contentious co-governance of public education can help movements recruit new activists, diversify their membership, increase practical and technical knowledge, and garner political power. Activists are most effective when combining disruption, persuasion, negotiation, and co-governance into their tactical repertoires. Through expansive leadership development, the MST implemented its educational program in local schools, even under conservative governments. Such gains demonstrate the potential of schools as sites for activists to prefigure, enact, and develop the social and economic practices they hope to use in the future.Less
Contrary to the conventional belief that social movements cannot engage the state without becoming co-opted and demobilized, this study shows how movements can advance their struggles by strategically working with, in, through, and outside of state institutions. The success of Brazil’s Landless Workers Movement (MST) in occupying land, winning land rights, and developing alternative economic enterprises for over a million landless workers has made it an inspiration for progressive organizations globally. The MST’s educational initiatives, which are less well known but equally as important, teach students about participatory democracy, collective work, agroecological farming, and other practices that support its socialist vision. This study details how MST activists have pressured municipalities, states, and the federal government to implement their educational proposal in public schools and universities, affecting hundreds of thousands of students. Based on twenty months of ethnographic fieldwork, Occupying Schools, Occupying Land documents the potentials, constraints, failures, and contradictions of the MST’s educational struggle. A major lesson is that participating in the contentious co-governance of public education can help movements recruit new activists, diversify their membership, increase practical and technical knowledge, and garner political power. Activists are most effective when combining disruption, persuasion, negotiation, and co-governance into their tactical repertoires. Through expansive leadership development, the MST implemented its educational program in local schools, even under conservative governments. Such gains demonstrate the potential of schools as sites for activists to prefigure, enact, and develop the social and economic practices they hope to use in the future.
Paul White
- Published in print:
- 2013
- Published Online:
- January 2015
- ISBN:
- 9780197265543
- eISBN:
- 9780191760358
- Item type:
- book
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197265543.001.0001
- Subject:
- History, European Early Modern History
Jodocus Badius Ascensius (1462-1535), also known as Josse Bade, was a scholar and printer who played a central role in the flourishing of humanism and print culture in the French Renaissance. In a ...
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Jodocus Badius Ascensius (1462-1535), also known as Josse Bade, was a scholar and printer who played a central role in the flourishing of humanism and print culture in the French Renaissance. In a career spanning four decades, he was involved with the print publication of something approaching one thousand editions. He was known for the ‘familiar’ commentaries he wrote and published as introductions to the major authors of Latin (and less frequently, Greek) antiquity, as well as on texts by medieval and contemporary authors. His commentaries and prefaces document the early stages of French humanism, and his texts played a major role in forming the minds of future generations. This book provides an account of Badius’s contributions to pedagogy, scholarship, printing and humanist culture. Its main focus is on Latin language commentaries on classical texts. It examines Badius’s multiple roles in the light of changing conceptions of textual culture during the Renaissance. It also explores the wider context of the communities with which Badius cultivated relationships: scholars and printers, figures from religious orders, the university and officialdom. It considers the readerships for which Badius produced texts in France, England, Scotland, the Low Countries, and beyond. It explores the ways in which humanists understood the circulation of knowledge in terms of economy and commerce, and their conceptualizations of commentary as a site of cultural mediation.Less
Jodocus Badius Ascensius (1462-1535), also known as Josse Bade, was a scholar and printer who played a central role in the flourishing of humanism and print culture in the French Renaissance. In a career spanning four decades, he was involved with the print publication of something approaching one thousand editions. He was known for the ‘familiar’ commentaries he wrote and published as introductions to the major authors of Latin (and less frequently, Greek) antiquity, as well as on texts by medieval and contemporary authors. His commentaries and prefaces document the early stages of French humanism, and his texts played a major role in forming the minds of future generations. This book provides an account of Badius’s contributions to pedagogy, scholarship, printing and humanist culture. Its main focus is on Latin language commentaries on classical texts. It examines Badius’s multiple roles in the light of changing conceptions of textual culture during the Renaissance. It also explores the wider context of the communities with which Badius cultivated relationships: scholars and printers, figures from religious orders, the university and officialdom. It considers the readerships for which Badius produced texts in France, England, Scotland, the Low Countries, and beyond. It explores the ways in which humanists understood the circulation of knowledge in terms of economy and commerce, and their conceptualizations of commentary as a site of cultural mediation.
Jessica Pykett
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9781847428462
- eISBN:
- 9781447307259
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781847428462.003.0002
- Subject:
- Social Work, Children and Families
This chapter considers two trends in contemporary teaching and learning practice in the UK: citizenship education and various guises of brain training and neuroeducation. The chapter explores how ...
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This chapter considers two trends in contemporary teaching and learning practice in the UK: citizenship education and various guises of brain training and neuroeducation. The chapter explores how these practices produce idealised conceptions of young people as simultaneously public citizens to be governed and contrastingly highly personalised brains to be trained. The chapter shows how the concepts of space and spatiality are useful in understanding the politics of schooling, but argues that educational scholars need to be more eclectic in their turn to spatial theory. Foucault's work on theorising space and power is used to develop an alternative account of how particular knowledges become legitimate and how schools shape young people. It is argued that rather than simply mirroring social relations, schools play an important role in producing new social realities.Less
This chapter considers two trends in contemporary teaching and learning practice in the UK: citizenship education and various guises of brain training and neuroeducation. The chapter explores how these practices produce idealised conceptions of young people as simultaneously public citizens to be governed and contrastingly highly personalised brains to be trained. The chapter shows how the concepts of space and spatiality are useful in understanding the politics of schooling, but argues that educational scholars need to be more eclectic in their turn to spatial theory. Foucault's work on theorising space and power is used to develop an alternative account of how particular knowledges become legitimate and how schools shape young people. It is argued that rather than simply mirroring social relations, schools play an important role in producing new social realities.
Amy Weldon
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781496814531
- eISBN:
- 9781496814579
- Item type:
- chapter
- Publisher:
- University Press of Mississippi
- DOI:
- 10.14325/mississippi/9781496814531.003.0026
- Subject:
- Literature, American, 20th Century Literature
Drawing on ecocriticism and creative writing pedagogy, the essay argues that teaching creative writing students how to observe the world around them can build a vocabulary of mental images and ...
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Drawing on ecocriticism and creative writing pedagogy, the essay argues that teaching creative writing students how to observe the world around them can build a vocabulary of mental images and sensory experiences on which they can draw to enrich their writing. Welty’s story “A Worn Path” and specific in-class exercises, which the essay describes, show students how close observation of the natural world can sharpen a story’s use of character and place and draw students into a closer relationship with their environment.Less
Drawing on ecocriticism and creative writing pedagogy, the essay argues that teaching creative writing students how to observe the world around them can build a vocabulary of mental images and sensory experiences on which they can draw to enrich their writing. Welty’s story “A Worn Path” and specific in-class exercises, which the essay describes, show students how close observation of the natural world can sharpen a story’s use of character and place and draw students into a closer relationship with their environment.
Joe Earle, Cahal Moran, and Zach Ward-Perkins
- Published in print:
- 2016
- Published Online:
- May 2017
- ISBN:
- 9781526110121
- eISBN:
- 9781526120748
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9781526110121.003.0003
- Subject:
- Economics and Finance, History of Economic Thought
This chapter uses evidence from a curriculum review of seven universities across the UK to show how the philosophy which underpins econocracy is being passed down to the next generation of economic ...
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This chapter uses evidence from a curriculum review of seven universities across the UK to show how the philosophy which underpins econocracy is being passed down to the next generation of economic experts. The curriculum review analyses 174 economics modules using the course outlines and exams to illustrate that economics students are taught to memorise and regurgitate a narrow body of subject matter not think independently or critically.Less
This chapter uses evidence from a curriculum review of seven universities across the UK to show how the philosophy which underpins econocracy is being passed down to the next generation of economic experts. The curriculum review analyses 174 economics modules using the course outlines and exams to illustrate that economics students are taught to memorise and regurgitate a narrow body of subject matter not think independently or critically.
Joe Earle, Cahal Moran, and Zach Ward-Perkins
- Published in print:
- 2016
- Published Online:
- May 2017
- ISBN:
- 9781526110121
- eISBN:
- 9781526120748
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9781526110121.003.0004
- Subject:
- Economics and Finance, History of Economic Thought
This chapter makes the academic, educational, practical and political case for pluralism in economics. It uses case studies of macroeconomics, the environment and inequality, to demonstrate that ...
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This chapter makes the academic, educational, practical and political case for pluralism in economics. It uses case studies of macroeconomics, the environment and inequality, to demonstrate that academic economics must open up to new ways of thinking.Less
This chapter makes the academic, educational, practical and political case for pluralism in economics. It uses case studies of macroeconomics, the environment and inequality, to demonstrate that academic economics must open up to new ways of thinking.
David Huddart
- Published in print:
- 2014
- Published Online:
- January 2015
- ISBN:
- 9781781380253
- eISBN:
- 9781781381540
- Item type:
- chapter
- Publisher:
- Liverpool University Press
- DOI:
- 10.5949/liverpool/9781781380253.003.0006
- Subject:
- Linguistics, English Language
This chapter studies the relationship between pedagogy, criticism, and creativity, in the postcolonial classroom. The specific example of Hong Kong is the focus, an example that emphasizes the limits ...
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This chapter studies the relationship between pedagogy, criticism, and creativity, in the postcolonial classroom. The specific example of Hong Kong is the focus, an example that emphasizes the limits of certain paradigms, as de-essentializing the native speaker for the Hong Kong classroom, while something that students can understand, is something that is resisted to the extent that the acceptance Hong Kong English is itself resisted. Global English implies restriction, the exonormative, the instrumental, and emotional distance. World Englishes studies encourages the liberation of difference, against this globalizing linguistic force. However, this chapter argues that this desire, while appropriate for a context such as Singapore, is not necessarily appropriate for apparently comparable contexts.Less
This chapter studies the relationship between pedagogy, criticism, and creativity, in the postcolonial classroom. The specific example of Hong Kong is the focus, an example that emphasizes the limits of certain paradigms, as de-essentializing the native speaker for the Hong Kong classroom, while something that students can understand, is something that is resisted to the extent that the acceptance Hong Kong English is itself resisted. Global English implies restriction, the exonormative, the instrumental, and emotional distance. World Englishes studies encourages the liberation of difference, against this globalizing linguistic force. However, this chapter argues that this desire, while appropriate for a context such as Singapore, is not necessarily appropriate for apparently comparable contexts.
Stephen M. Kosslyn, Robin B. Goldberg, and Teri Cannon
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780262037150
- eISBN:
- 9780262343695
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262037150.003.0010
- Subject:
- Education, Educational Policy and Politics
We have learned many lessons in the course of implementing the Minerva curriculum and pedagogy. One of the most striking lessons is how important it is for both faculty and students to be open to ...
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We have learned many lessons in the course of implementing the Minerva curriculum and pedagogy. One of the most striking lessons is how important it is for both faculty and students to be open to unlearning many previous assumptions and habits. For example, we have identified what we call the “illusion of learning”—which occurs when faculty and students believe that the more notes students take during a lecture, the more they have learned. Yet, the evidence is clear: Lectures are not an effective way to learn, and pale in comparison to active learning. Although active learning often takes more time than lectures and requires much more intellectual engagement from both faculty and students, it provides lasting benefits. Similarly, we have discovered that active learning requires a different view of what is an appropriate goal for in-class experiences–not information transmission and memorization but rather the internalization of skills, concepts and ways to use knowledge. In this chapter, we summarize many of the assumptions and habits that both faculty and students need to unlearn in order to learn effectively at Minerva.Less
We have learned many lessons in the course of implementing the Minerva curriculum and pedagogy. One of the most striking lessons is how important it is for both faculty and students to be open to unlearning many previous assumptions and habits. For example, we have identified what we call the “illusion of learning”—which occurs when faculty and students believe that the more notes students take during a lecture, the more they have learned. Yet, the evidence is clear: Lectures are not an effective way to learn, and pale in comparison to active learning. Although active learning often takes more time than lectures and requires much more intellectual engagement from both faculty and students, it provides lasting benefits. Similarly, we have discovered that active learning requires a different view of what is an appropriate goal for in-class experiences–not information transmission and memorization but rather the internalization of skills, concepts and ways to use knowledge. In this chapter, we summarize many of the assumptions and habits that both faculty and students need to unlearn in order to learn effectively at Minerva.
Joshua Fost, Rena Levitt, and Stephen M. Kosslyn
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780262037150
- eISBN:
- 9780262343695
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262037150.003.0012
- Subject:
- Education, Educational Policy and Politics
We offer a working definition of active learning in which learning is active to the extent that it engages the cognitive processes known to be involved in comprehension, reasoning, memory, and ...
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We offer a working definition of active learning in which learning is active to the extent that it engages the cognitive processes known to be involved in comprehension, reasoning, memory, and pattern perception; it is not the same as student-centered or collaborative learning. To maximize students' opportunities for active learning, we use a variety of pedagogical techniques and technological supports. Pedagogically, we often use "engagement prompts," which are questions or challenges for all students to consider for the duration of an activity, even when they are not contributing. We also use collaborative learning in small groups; short, summative reflection essays; and fast-paced relay-style activities that require students to attend very carefully to the substance of their classmates' contributions. Technologically, we record the amount of time each student speaks to ensure that we call on all students approximately equally, and we use a tagging system to track the technique used in every activity so that later programmatic assessment will be more robust.Less
We offer a working definition of active learning in which learning is active to the extent that it engages the cognitive processes known to be involved in comprehension, reasoning, memory, and pattern perception; it is not the same as student-centered or collaborative learning. To maximize students' opportunities for active learning, we use a variety of pedagogical techniques and technological supports. Pedagogically, we often use "engagement prompts," which are questions or challenges for all students to consider for the duration of an activity, even when they are not contributing. We also use collaborative learning in small groups; short, summative reflection essays; and fast-paced relay-style activities that require students to attend very carefully to the substance of their classmates' contributions. Technologically, we record the amount of time each student speaks to ensure that we call on all students approximately equally, and we use a tagging system to track the technique used in every activity so that later programmatic assessment will be more robust.
María Eugenia Cotera
- Published in print:
- 2017
- Published Online:
- September 2018
- ISBN:
- 9780252041211
- eISBN:
- 9780252099809
- Item type:
- chapter
- Publisher:
- University of Illinois Press
- DOI:
- 10.5622/illinois/9780252041211.003.0013
- Subject:
- Society and Culture, Latin American Studies
This essay offers an overview of the El Museo del Norte, a community/university partnership with the goal of establishing a “museum without walls” in Detroit, Michigan. The essay provides some ...
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This essay offers an overview of the El Museo del Norte, a community/university partnership with the goal of establishing a “museum without walls” in Detroit, Michigan. The essay provides some background on the genesis and development of the museum project, as well as it’s scholarly, pedagogical and community goals. Beyond offering a narrative of the project, the essay also engages with some of the conceptual, methodological, and personal questions that shape such public humanities initiatives. As such, it offers a meditation on the challenges and productive tensions that arise when our scholarship and teaching engages with modes of knowledge production that exceed the boundaries of the classroom or the library.Less
This essay offers an overview of the El Museo del Norte, a community/university partnership with the goal of establishing a “museum without walls” in Detroit, Michigan. The essay provides some background on the genesis and development of the museum project, as well as it’s scholarly, pedagogical and community goals. Beyond offering a narrative of the project, the essay also engages with some of the conceptual, methodological, and personal questions that shape such public humanities initiatives. As such, it offers a meditation on the challenges and productive tensions that arise when our scholarship and teaching engages with modes of knowledge production that exceed the boundaries of the classroom or the library.
Sonia Livingstone and Julian Sefton-Green
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9781479884575
- eISBN:
- 9781479863570
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9781479884575.003.0010
- Subject:
- Society and Culture, Media Studies
How is social capital created and enacted? We answer this question by exploring six young people’s practices of music making out of school. Examining informal music making allowed us to see how ways ...
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How is social capital created and enacted? We answer this question by exploring six young people’s practices of music making out of school. Examining informal music making allowed us to see how ways of learning that are developed in school may or may not be carried outside school, demonstrating both connections and disconnections in discipline and habit. While two of our young people became fed up with being made to do music, we sat in with Max’ classical piano, and we contrast this with the more progressive pedagogy of Giselle’s music making, paying particular attention to the ways that these two informal “classrooms” differ from the teacher-student relationships and attitudes toward school-based learning described in chapter 6. Our third pair of musicians tells a story of music making as (1) entirely self-taught, and (2) embedded in the Turkish community. Both cases shed further light on questions of pedagogy and connections with school, but they also challenge ideas of cultural capital being a solely middle-class property. Diverse forms of cultural capital help to nuance the distinctions evident in the class—both in terms of young people’s music learning and in terms of how parents try to equip the home so as to support school learning.Less
How is social capital created and enacted? We answer this question by exploring six young people’s practices of music making out of school. Examining informal music making allowed us to see how ways of learning that are developed in school may or may not be carried outside school, demonstrating both connections and disconnections in discipline and habit. While two of our young people became fed up with being made to do music, we sat in with Max’ classical piano, and we contrast this with the more progressive pedagogy of Giselle’s music making, paying particular attention to the ways that these two informal “classrooms” differ from the teacher-student relationships and attitudes toward school-based learning described in chapter 6. Our third pair of musicians tells a story of music making as (1) entirely self-taught, and (2) embedded in the Turkish community. Both cases shed further light on questions of pedagogy and connections with school, but they also challenge ideas of cultural capital being a solely middle-class property. Diverse forms of cultural capital help to nuance the distinctions evident in the class—both in terms of young people’s music learning and in terms of how parents try to equip the home so as to support school learning.
Olivia Newman
- Published in print:
- 2015
- Published Online:
- September 2015
- ISBN:
- 9780262028790
- eISBN:
- 9780262327558
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262028790.003.0005
- Subject:
- Political Science, Political Theory
This chapter suggests that students are most likely to acquire a dispositional commitment to public reason when they have opportunities to think about, talk about, and collectively tackle ...
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This chapter suggests that students are most likely to acquire a dispositional commitment to public reason when they have opportunities to think about, talk about, and collectively tackle controversial collective problems, in the context of at least some ideological diversity. This chapter considers a number of educational practices that might offer such opportunities, ranging from open classroom discussion of current affairs to efforts to involve students in municipal governance. The pedagogy of public reason is flexible and open to innovation in the field; there are many ways to satisfy its imperatives, which suggests that the pedagogy of public reason is scalable. These claims are substantiated through a survey of literature on civic education and its efficacy, paying special attention to how a dispositional commitment to public reason might carry from school to polity without steamrolling other and possibly contending commitments in other domains.Less
This chapter suggests that students are most likely to acquire a dispositional commitment to public reason when they have opportunities to think about, talk about, and collectively tackle controversial collective problems, in the context of at least some ideological diversity. This chapter considers a number of educational practices that might offer such opportunities, ranging from open classroom discussion of current affairs to efforts to involve students in municipal governance. The pedagogy of public reason is flexible and open to innovation in the field; there are many ways to satisfy its imperatives, which suggests that the pedagogy of public reason is scalable. These claims are substantiated through a survey of literature on civic education and its efficacy, paying special attention to how a dispositional commitment to public reason might carry from school to polity without steamrolling other and possibly contending commitments in other domains.
Olivia Newman
- Published in print:
- 2015
- Published Online:
- September 2015
- ISBN:
- 9780262028790
- eISBN:
- 9780262327558
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262028790.003.0006
- Subject:
- Political Science, Political Theory
This chapter considers the institutional dimensions of the pedagogy of public reason, first arguing that parental rights cannot override the legitimate interests of children to receive sufficient ...
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This chapter considers the institutional dimensions of the pedagogy of public reason, first arguing that parental rights cannot override the legitimate interests of children to receive sufficient training to participate in democratic political processes. Protestant fundamentalist complaints regarding public education are examined as a case study. The second part of the chapter looks at the kinds of policies and initiatives that might encourage public schools to better align their practices with the pedagogy of public reason, including certain kinds of civic education, federal competitive grants, intra-state data collection on best practices, and civic-school collaborations. This chapter then considers what incentives might induce more private and homeschools to participate in the pedagogy of public reason.Less
This chapter considers the institutional dimensions of the pedagogy of public reason, first arguing that parental rights cannot override the legitimate interests of children to receive sufficient training to participate in democratic political processes. Protestant fundamentalist complaints regarding public education are examined as a case study. The second part of the chapter looks at the kinds of policies and initiatives that might encourage public schools to better align their practices with the pedagogy of public reason, including certain kinds of civic education, federal competitive grants, intra-state data collection on best practices, and civic-school collaborations. This chapter then considers what incentives might induce more private and homeschools to participate in the pedagogy of public reason.
Shannon L. Mariotti
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9780813167336
- eISBN:
- 9780813167411
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813167336.003.0006
- Subject:
- Political Science, Political Theory
This chapter shows how Adorno’s essays on education closely connect with the constellation of concepts that are all part of his democratic project: experience, critique, negative dialectics, and ...
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This chapter shows how Adorno’s essays on education closely connect with the constellation of concepts that are all part of his democratic project: experience, critique, negative dialectics, and leadership. To draw out the democratic value of Adorno’s writings on education more clearly and fully and to give us a sense of the radical nature of his work, however, I begin this chapter by putting him into a conversation with an unexpected interlocutor: Paolo Freire. Adorno’s writings on education are quite extensive, and they share many of the same fundamental commitments we see in Freire’s Pedagogy of the Oppressed. Freire’s alternative model of revolutionary leadership, based on a radically democratic pedagogy, helps illuminate the significance of Adorno’s own writings on education and helps us appreciate how concerns with democratic pedagogy shape his thoughts on leadership, as well as his practice of cultural critique in the United States.Less
This chapter shows how Adorno’s essays on education closely connect with the constellation of concepts that are all part of his democratic project: experience, critique, negative dialectics, and leadership. To draw out the democratic value of Adorno’s writings on education more clearly and fully and to give us a sense of the radical nature of his work, however, I begin this chapter by putting him into a conversation with an unexpected interlocutor: Paolo Freire. Adorno’s writings on education are quite extensive, and they share many of the same fundamental commitments we see in Freire’s Pedagogy of the Oppressed. Freire’s alternative model of revolutionary leadership, based on a radically democratic pedagogy, helps illuminate the significance of Adorno’s own writings on education and helps us appreciate how concerns with democratic pedagogy shape his thoughts on leadership, as well as his practice of cultural critique in the United States.
