David Pinault
- Published in print:
- 2007
- Published Online:
- May 2007
- ISBN:
- 9780195176452
- eISBN:
- 9780199785308
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195176452.003.0006
- Subject:
- Religion, Religion and Society
This chapter describes the author's efforts to navigate naïve students through the rich diversity of religion in Silicon Valley, while enabling them to encounter the real people behind the exotic ...
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This chapter describes the author's efforts to navigate naïve students through the rich diversity of religion in Silicon Valley, while enabling them to encounter the real people behind the exotic facades. Along the way the chapter's author recites some of the poetry that resulted from 19th-century encounters of the strange and the human.Less
This chapter describes the author's efforts to navigate naïve students through the rich diversity of religion in Silicon Valley, while enabling them to encounter the real people behind the exotic facades. Along the way the chapter's author recites some of the poetry that resulted from 19th-century encounters of the strange and the human.
Susan K. Jacobson, Mallory D. McDuff, and Martha C. Monroe
- Published in print:
- 2006
- Published Online:
- September 2007
- ISBN:
- 9780198567714
- eISBN:
- 9780191718311
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198567714.003.0006
- Subject:
- Biology, Biodiversity / Conservation Biology
Making conservation come alive can mean discovering the natural world around us through a neighborhood scavenger hunt or researching the perspectives of an industry group for a role-play. Many of the ...
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Making conservation come alive can mean discovering the natural world around us through a neighborhood scavenger hunt or researching the perspectives of an industry group for a role-play. Many of the techniques in this chapter emphasize the experiential approach to conservation education, such as hands-on activities, field trips, and wilderness skills. The aim of these techniques is to immerse the participants in exploring the outdoors or an environmental concept. Other techniques bring conservation alive through a minds-on approach, such as storytelling, games, case studies, role-playing, and contests. Planning these techniques involves both research and logistics. This chapter provides helpful hints for implementation, including tips for engaging an audience in a story or developing a role-play. Every technique engages the audience in learning through direct experience.Less
Making conservation come alive can mean discovering the natural world around us through a neighborhood scavenger hunt or researching the perspectives of an industry group for a role-play. Many of the techniques in this chapter emphasize the experiential approach to conservation education, such as hands-on activities, field trips, and wilderness skills. The aim of these techniques is to immerse the participants in exploring the outdoors or an environmental concept. Other techniques bring conservation alive through a minds-on approach, such as storytelling, games, case studies, role-playing, and contests. Planning these techniques involves both research and logistics. This chapter provides helpful hints for implementation, including tips for engaging an audience in a story or developing a role-play. Every technique engages the audience in learning through direct experience.
Susan K. Jacobson, Mallory D. McDuff, and Martha C. Monroe
- Published in print:
- 2015
- Published Online:
- October 2015
- ISBN:
- 9780198716686
- eISBN:
- 9780191797477
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198716686.003.0006
- Subject:
- Biology, Biodiversity / Conservation Biology
Making conservation come alive can mean discovering the natural world through a neighborhood scavenger hunt or researching the perspectives of an industry group for a role-play. Techniques in this ...
More
Making conservation come alive can mean discovering the natural world through a neighborhood scavenger hunt or researching the perspectives of an industry group for a role-play. Techniques in this chapter, such as hands-on activities, field trips, and backcountry skills, immerse participants in exploring the outdoors or an environmental concept. Other techniques bring conservation alive through a minds-on approach, such as storytelling, games, case studies, role-playing, and contests. Conservation educators can combine these techniques, such as the use of a role-play to teach backcountry skills. Most of the techniques in this chapter involve an element of fun, from a field trip exploring a wetland to a storytelling session on forests. This chapter contains helpful hints for implementation, including tips for engaging an audience in a story or developing a role-play. Every technique engages the audience in learning through direct experience.Less
Making conservation come alive can mean discovering the natural world through a neighborhood scavenger hunt or researching the perspectives of an industry group for a role-play. Techniques in this chapter, such as hands-on activities, field trips, and backcountry skills, immerse participants in exploring the outdoors or an environmental concept. Other techniques bring conservation alive through a minds-on approach, such as storytelling, games, case studies, role-playing, and contests. Conservation educators can combine these techniques, such as the use of a role-play to teach backcountry skills. Most of the techniques in this chapter involve an element of fun, from a field trip exploring a wetland to a storytelling session on forests. This chapter contains helpful hints for implementation, including tips for engaging an audience in a story or developing a role-play. Every technique engages the audience in learning through direct experience.
Peter Cave
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9780226367729
- eISBN:
- 9780226368054
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226368054.003.0003
- Subject:
- Education, Early Childhood and Elementary Education
This chapter describes and analyzes changes in teachers’ approaches to students’ socialization and human development between 1996 and 2007, through a comparison of first year (seventh grade) field ...
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This chapter describes and analyzes changes in teachers’ approaches to students’ socialization and human development between 1996 and 2007, through a comparison of first year (seventh grade) field trips at Tachibana junior high school. In 1996, teachers focused on group discipline, based on the ideal of shūdan seikatsu (group life). By 2007, they had moved toward greater emphasis on promotion of autonomous thinking, influenced by the educational reform agenda and the new curricular domain of Integrated Studies (sōgō gakushū). However, the chapter also shows how reforms were adapted by the school to serve teachers’ priorities. The main foci of the 2007 field trip were developing human relationships and experiencing nature, rather than the creativity, problem-solving, and self-motivated learning that were main foci of the curricular reforms.Less
This chapter describes and analyzes changes in teachers’ approaches to students’ socialization and human development between 1996 and 2007, through a comparison of first year (seventh grade) field trips at Tachibana junior high school. In 1996, teachers focused on group discipline, based on the ideal of shūdan seikatsu (group life). By 2007, they had moved toward greater emphasis on promotion of autonomous thinking, influenced by the educational reform agenda and the new curricular domain of Integrated Studies (sōgō gakushū). However, the chapter also shows how reforms were adapted by the school to serve teachers’ priorities. The main foci of the 2007 field trip were developing human relationships and experiencing nature, rather than the creativity, problem-solving, and self-motivated learning that were main foci of the curricular reforms.
Sally Kohlstedt
- Published in print:
- 2010
- Published Online:
- February 2013
- ISBN:
- 9780226449906
- eISBN:
- 9780226449920
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226449920.001.0001
- Subject:
- Education, History of Education
In the early twentieth century, a curriculum known as nature study flourished in major city school systems, streetcar suburbs, small towns, and even rural one-room schools. This object-based approach ...
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In the early twentieth century, a curriculum known as nature study flourished in major city school systems, streetcar suburbs, small towns, and even rural one-room schools. This object-based approach to learning about the natural world marked the first systematic attempt to introduce science into elementary education, and it came at a time when institutions such as zoos, botanical gardens, natural history museums, and national parks were promoting the idea that direct knowledge of nature would benefit an increasingly urban and industrial nation. This book emphasizes the scientific, pedagogical, and social incentives that encouraged (primarily women) teachers to explore nature in and beyond their classrooms. It brings to life the instructors and reformers who advanced nature study through on-campus schools, summer programs, textbooks, and public speaking. Within a generation, this highly successful hands-on approach migrated beyond public schools into summer camps, afterschool activities, and the scouting movement. Although the rich diversity of nature study classes eventually lost ground to increasingly standardized curricula, the book locates its legacy in the living plants and animals in classrooms and environmental field trips that remain central parts of science education today.Less
In the early twentieth century, a curriculum known as nature study flourished in major city school systems, streetcar suburbs, small towns, and even rural one-room schools. This object-based approach to learning about the natural world marked the first systematic attempt to introduce science into elementary education, and it came at a time when institutions such as zoos, botanical gardens, natural history museums, and national parks were promoting the idea that direct knowledge of nature would benefit an increasingly urban and industrial nation. This book emphasizes the scientific, pedagogical, and social incentives that encouraged (primarily women) teachers to explore nature in and beyond their classrooms. It brings to life the instructors and reformers who advanced nature study through on-campus schools, summer programs, textbooks, and public speaking. Within a generation, this highly successful hands-on approach migrated beyond public schools into summer camps, afterschool activities, and the scouting movement. Although the rich diversity of nature study classes eventually lost ground to increasingly standardized curricula, the book locates its legacy in the living plants and animals in classrooms and environmental field trips that remain central parts of science education today.
Geok Chin Ivy Tan, John Chi-Kin Lee, Tzuchau Chang, and Chankook Kim
Alex Russ and Marianne E. Krasny (eds)
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9781501705823
- eISBN:
- 9781501712791
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501705823.003.0004
- Subject:
- Environmental Science, Environmental Studies
This chapter describes innovative approaches, both within schools and across multiple sectors, to urban environmental education in the highly urbanized environments of Singapore, Hong Kong, Taipei, ...
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This chapter describes innovative approaches, both within schools and across multiple sectors, to urban environmental education in the highly urbanized environments of Singapore, Hong Kong, Taipei, and Seoul. Singapore, Hong Kong, Taiwan, and South Korea—the so-called “Four Asian Tigers”—pursued aggressive industrialization to boost economic growth, resulting in rapid urbanization. Today their cities are faced with acute urban problems. As each of these highly urbanized cities faces the complex challenges that come with development, they turned to urban environmental education to foster environmental awareness and environmentally responsible behaviors. The chapter examines the strategies adopted by Singapore, Hong Kong, Taipei, and Seoul, such as integrating environmental education into the school curriculum, inquiry-based field trips, technology, partnerships, and urban environmental centers.Less
This chapter describes innovative approaches, both within schools and across multiple sectors, to urban environmental education in the highly urbanized environments of Singapore, Hong Kong, Taipei, and Seoul. Singapore, Hong Kong, Taiwan, and South Korea—the so-called “Four Asian Tigers”—pursued aggressive industrialization to boost economic growth, resulting in rapid urbanization. Today their cities are faced with acute urban problems. As each of these highly urbanized cities faces the complex challenges that come with development, they turned to urban environmental education to foster environmental awareness and environmentally responsible behaviors. The chapter examines the strategies adopted by Singapore, Hong Kong, Taipei, and Seoul, such as integrating environmental education into the school curriculum, inquiry-based field trips, technology, partnerships, and urban environmental centers.
Berndt Ostendorf
- Published in print:
- 2010
- Published Online:
- March 2014
- ISBN:
- 9781604737844
- eISBN:
- 9781604737851
- Item type:
- chapter
- Publisher:
- University Press of Mississippi
- DOI:
- 10.14325/mississippi/9781604737844.003.0006
- Subject:
- History, African-American History
Julius Lips was among the fifty-one political refugees who fled Nazi-controlled Germany and Austria and sought asylum in America, where they eventually taught in nineteen historically black colleges ...
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Julius Lips was among the fifty-one political refugees who fled Nazi-controlled Germany and Austria and sought asylum in America, where they eventually taught in nineteen historically black colleges located mainly in the South. This chapter focuses on Lips’s academic career at Howard University from 1937 to 1939 and his discovery of black bourgeoisie on campus. It also examines Forschungsreise in die Dämmerung (Field Trip into the Twilight), a novel written by Lips after his return to the communist East Germany, where he worked as rector of Leipzig University in the early 1950s. In his novel, Lips blames white racist capitalism for the plight of African Americans but also argues that African Americans had something to do with much of their situation.Less
Julius Lips was among the fifty-one political refugees who fled Nazi-controlled Germany and Austria and sought asylum in America, where they eventually taught in nineteen historically black colleges located mainly in the South. This chapter focuses on Lips’s academic career at Howard University from 1937 to 1939 and his discovery of black bourgeoisie on campus. It also examines Forschungsreise in die Dämmerung (Field Trip into the Twilight), a novel written by Lips after his return to the communist East Germany, where he worked as rector of Leipzig University in the early 1950s. In his novel, Lips blames white racist capitalism for the plight of African Americans but also argues that African Americans had something to do with much of their situation.
Joe E. Heimlich, Jennifer D. Adams, and Marc J. Stern
Alex Russ and Marianne E. Krasny (eds)
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9781501705823
- eISBN:
- 9781501712791
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501705823.003.0013
- Subject:
- Environmental Science, Environmental Studies
This chapter examines the pedagogy of nonformal environmental education for urban audiences, focusing on different types of urban nonformal educational opportunities and situating them in the lives ...
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This chapter examines the pedagogy of nonformal environmental education for urban audiences, focusing on different types of urban nonformal educational opportunities and situating them in the lives of urbanites using the concept of “learningscapes.” Urban nonformal environmental education involves relating environmental content to the everyday lives of urban learners, ensuring learner autonomy, and integrating the institutions of environmental education providers within the broader array of social institutions in the urban environment. Nonformal urban environmental education programs according to participant choice and goals and provider goals include school field trips or related programs, casual visit to a community institution (for example, nature center), and recreational programs. The chapter suggests that urban environmental education providers have unique opportunities for connecting beyond traditional audiences due to the dense and diverse networks of programs within urban environments, from youth sports leagues to literacy clubs and neighborhood watches.Less
This chapter examines the pedagogy of nonformal environmental education for urban audiences, focusing on different types of urban nonformal educational opportunities and situating them in the lives of urbanites using the concept of “learningscapes.” Urban nonformal environmental education involves relating environmental content to the everyday lives of urban learners, ensuring learner autonomy, and integrating the institutions of environmental education providers within the broader array of social institutions in the urban environment. Nonformal urban environmental education programs according to participant choice and goals and provider goals include school field trips or related programs, casual visit to a community institution (for example, nature center), and recreational programs. The chapter suggests that urban environmental education providers have unique opportunities for connecting beyond traditional audiences due to the dense and diverse networks of programs within urban environments, from youth sports leagues to literacy clubs and neighborhood watches.
Rebekka King
- Published in print:
- 2016
- Published Online:
- January 2016
- ISBN:
- 9780190250508
- eISBN:
- 9780190250522
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190250508.003.0005
- Subject:
- Religion, Religion and Society
This chapter investigates teaching for civic engagement as a means of promoting student awareness of homeless and other marginalized communities. Drawing on the example of a third-year religion ...
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This chapter investigates teaching for civic engagement as a means of promoting student awareness of homeless and other marginalized communities. Drawing on the example of a third-year religion course taught at the University of Toronto on the topic of Religion and the City, it suggests that a dimension of pedagogies of civic engagement is making the familiar seem unfamiliar. Through a student field trip, literary works, and a mini-ethnography assignment, students explore places and sites to which they are intimately connected from the perspective of the outsider or an otherwise citizen non grata. This chapter offers a practical example of the ways in which teaching for civic engagement can be integrated into courses through consideration of theoretical materials, case studies, and cultural data.Less
This chapter investigates teaching for civic engagement as a means of promoting student awareness of homeless and other marginalized communities. Drawing on the example of a third-year religion course taught at the University of Toronto on the topic of Religion and the City, it suggests that a dimension of pedagogies of civic engagement is making the familiar seem unfamiliar. Through a student field trip, literary works, and a mini-ethnography assignment, students explore places and sites to which they are intimately connected from the perspective of the outsider or an otherwise citizen non grata. This chapter offers a practical example of the ways in which teaching for civic engagement can be integrated into courses through consideration of theoretical materials, case studies, and cultural data.
Barbara Maria Stafford
- Published in print:
- 2019
- Published Online:
- January 2020
- ISBN:
- 9780226630489
- eISBN:
- 9780226630656
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226630656.003.0001
- Subject:
- Philosophy, Philosophy of Mind
Before students can understand the many ways artists ask us to make sense of their creations, they need to understand how they themselves perceive and think. This essay explores the use of a ...
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Before students can understand the many ways artists ask us to make sense of their creations, they need to understand how they themselves perceive and think. This essay explores the use of a relational game in teaching our subjective involvement in seeing and resonating with the world. In a reversal of the classic Surrealist objet trouve experiment, participants must go out into the environment not to seek, but to await, an encounter with something that is other, that must be fitted together with our own changing perspectives. Such openness to the intrusion of our surroundings releases the viewer from self-absorption, revealing an independent, yet interdependent, space. This pedagogical game is a pragmatic example of situated cognition. Its phenomenological approach embeds thought in the lived environment. The extensive logic of the game undergirds another perception-enhancing practice. The life-long custom of taking field trips enhances the art of physical and mentally co-producing an always situated reality.Less
Before students can understand the many ways artists ask us to make sense of their creations, they need to understand how they themselves perceive and think. This essay explores the use of a relational game in teaching our subjective involvement in seeing and resonating with the world. In a reversal of the classic Surrealist objet trouve experiment, participants must go out into the environment not to seek, but to await, an encounter with something that is other, that must be fitted together with our own changing perspectives. Such openness to the intrusion of our surroundings releases the viewer from self-absorption, revealing an independent, yet interdependent, space. This pedagogical game is a pragmatic example of situated cognition. Its phenomenological approach embeds thought in the lived environment. The extensive logic of the game undergirds another perception-enhancing practice. The life-long custom of taking field trips enhances the art of physical and mentally co-producing an always situated reality.
