DOCSLIB.ORG

Imagination and Education in John Dewey and Kieran Egan

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Imagination and Education in John Dewey and Kieran Egan ARTICLE GETTING IT RIGHT FROM THE BEGINNING: IMAGINATION AND EDUCATION IN JOHN DEWEY AND KIERAN EGAN Davide Weible I. INTRODUCTION John Dewey’s theory of education, despite having become a reference point for the pedagogical sciences, has been subjected to much criticism. One of the most signifi- cant attacks came from Jerome Bruner (1962), who questioned Dewey’s principles as set forth in his “My Pedagogic Creed” (1897).1 Bruner chose that book for criticism because it foreshadowed much of the later writing on education by the American philosopher, and he assessed the five articles of faith contained therein against the background of the deep changes that had occurred in conceptions of society, so- cial institutions, and man. Then, paralleling Bruner, Kieran Egan (2002) stressed more recently the necessity to reconsider some of Dewey’s presuppositions from the viewpoint of contemporary advances in understanding, especially where new dis- coveries and theories in the developmental psychology of children are concerned.2 On the other hand, there have also been attempts to give new life to Dewey’s legacy. As for his greatest educational work, Democracy and Education (1916), Han- sen (2006) has edited a collection of essays that engage critically with its contents and provide examples of how one might make use of them today in research and practice.3 Having been the most translated of all Dewey’s works, and having become popular in such different contexts as educational research, humanities, social sci- ences, and many others, it is a classical text in I. Calvino’s sense, that is, something that has never finished saying what it has to say and will always provide insights and suggestions, as well as fostering debates and critiques. Without disputing Bruner’s and Egan’s approaches and denying the value of their remarks, the present research focuses on one aspect of Dewey’s teaching methodology—the role of imagination—that, though not fully developed into a coherent theory within his writings on education, and hence underestimated in the subsequent secondary literature, stands up to criticism and still proves to be viable. In the second section of the article I outline the contours of Dewey’s “problem of education,” as explicated in Democracy and Education, and explain how his learning by doing pedagogy originated as an appropriate solution, and, at the same time, is consistent with his general theory of language and meaning. In the third section I review the few but important passages where, within this classical work, the use of EDUCATION AND CULTURE 31 (2) (2015): 81-112 81 82 DAVIDE WEIBLE mental images by learners is recognized as necessary for the proper understand- ing of contents. Subsequent to this, works other than Democracy and Education are considered in order to better clarify the nature of imagination and its connec- tion with other aspects of child psychology operative in the educational setting. Further imaginative processes are described in section four so as to broaden, as much as possible, the set of elements to draw on after in the comparative analysis. In order to demonstrate the present-day validity of these ideas, in the fifth section I summarize the core of Egan’s criticism of Deweyan activism and progressiv- ism—indeed, one of the most effective negative assessments—and show how his methodological proposal is built on the attribution of a key function in imagina- tion, both in the cognitive development of children and in the teaching practices of educators. From this perspective, and quite paradoxically, the former’s theory turns out to be indirectly one of the best corroborations of the latter’s conclusions. Finally, the conclusion sums up briefly the achievements of the paper, suggests two connections that are worth considering from a historical-comparative viewpoint (they can possibly provide, as research prospects, further interdisciplinary support for Dewey’s claims), and dwells on some key theoretical points concerning the way the two pedagogues understand the ability to imagine. II. DEWEY’S “PROBLEM OF EDUCATION” AND ITS SOLUTION In Democracy and Education (1916), Dewey maintains that the historical develop- ment of democracy as a kind of social life has led to a contradiction between what a society believes and what it actually does. On the one hand, modernity—the ex- perimental method in the sciences, the biological theory of evolution, and the in- dustrial reorganization—has seen the progressive achievement of the democratic values of multiple shared interests and broad communicative interaction. On the other hand, the way they are put into practice within the schooling system is con- tradictory and frustrates education itself, whose function is “discovering and de- veloping personal capacities, and training them so that they would connect with the activities of others” (Dewey 1916, 104). If the concept of democracy implies the constitution of a social system based upon such values as collaboration, solidarity, initiative, and common interests, education concerns instead the moral and intel- lectual development of citizens able to embody and perpetrate them. In a more fundamental sense, for Dewey (1916, 1–7), education is the process of the transmission of experience by means of communication through which a social group ensures the continuity of its existence. The absence of a genetic codification of social information and its distribution in an increasing set of cultural-artificial carri- ers, along with the extremely high degree of biological and psychological immaturity of human newborns, require the creation of a special environment for that transmis- sion to be accomplished. Hence, the educational setting consists of a relational sphere mediating direct contact with inhospitable surroundings as well as complex and E&C EDUCATION AND CULTURE GETTING IT RIGHT FROM THE BegINNING 83 extensive cultural contexts. The biological aspect of the gap—“[t]he young of human beings compare so poorly in original efficiency with the young of many of the lower animals, that even the powers needed for physical sustentation have to be acquired under tuition” (1916, 4)—calls for prolonged parental care, while the cultural dis- tance (in terms of the quantity and quality of knowledge) can be reduced in two ways. First, a solution is provided by informal and direct participation in working activi- ties, everyday practices, and rituals of the social group; this type of education does not pertain to “savage” societies exclusively, but rather it is the primary ground for the per- sistence of any kind of association, whatever the reason for its coming into existence. In Dewey’s words, it is “the education which every one gets from living with others, as long as he really lives instead of just continuing to subsist” (1916, 7), and encompasses such groups as “[a] clique, a club, a gang, a Fagin’s household of thieves, the prisoners in a jail . a church, a labor union, a business partnership, or a political party” (25) and so forth. Second, a formal, indirect, and deliberate type of education is required when- ever the complexity of the group widens to the extent that simple imitation can no longer be effective in transmitting knowledge. Its indirectness lies in the logical and spatial remoteness of adults’ actions, which presuppose such a large amount of prior knowledge that spontaneous immediacy becomes counterproductive. Its formality consists in the substitution of physical distance by symbolic reference and in the fact that experience is provided in a logical-hierarchical manner. Its intentionality, finally, is partly due to the written nature of the storage of information: “written symbols are even more artificial or conventional than spoken; they cannot be picked up in acci- dental intercourse with others” (Dewey 1916, 22–23), and therefore they need to be communicated in a deliberately designed setting. With this kind of education, “in- tentional agencies—schools—and explicit material—studies—are devised. The task of teaching certain things is delegated to a special group of persons” (9). Because of the peculiar processes occurring inside it, school constitutes for Dewey a special environment endowed with three functions, with respect to the world of adults: (1) simplification of knowledge, (2) selection of features, and (3) multiplication of influences. However, since it implies a modelling context and not the original dimension of experience, “formal instruction . easily becomes remote and dead—abstract and bookish, to use the ordinary words of depreciation” (9). As a matter of fact, “one of the weightiest problems with which the philosophy of education has to cope is the method of keeping a proper balance between the in- formal and the formal, the incidental and the intentional, modes of education” (10). This mediation is geared toward the proper natural development of “thinking” and “learning,” which in turn meet the primary requirement of education by allowing the raising of democratic citizens. Faithful to his pragmatic and instrumental philos- ophy, and in direct reference to his account of experience, Dewey conceives thinking as “the accurate and deliberate instituting of connections between what is done and its consequences” (1916, 177). More specifically, it includes “these steps,—the sense VOLUME 31 (2) 2015 84 DAVIDE WEIBLE of a problem, the observation of conditions, the formation and rational elaboration of a suggested conclusion, and the active experimental testing” (177). Proper thinking results
Load more

Recommended publications
  • A Case Study of a Teacher Education Programme Tengku Sarina
    Teaching and learning experiences in Malaysian higher education: A case study of a teacher education programme Tengku Sarina Aini Tengku Kasim A thesis submitted to Auckland University of Technology in fulfilment of the requirements for the degree of Doctor of Philosophy (PhD) 2012 School of Education Te Kura Matauranga TABLE OF CONTENTS LIST OF FIGURES .....................................................................................................viii LIST OF TABLES ......................................................................................................... ix ATTESTATION OF AUTHORSHIP ........................................................................... x ACKNOWLEDGEMENTS .......................................................................................... xi ABSTRACT ..................................................................................................................xiii CHAPTER 1 .................................................................................................................... 1 INTRODUCTION ........................................................................................................... 1 1.1 Introduction ............................................................................................................ 1 1.2 Background to this study ....................................................................................... 1 1.3 Personal qualifications and professional experience ............................................. 5 1.4 Personal assumptions ............................................................................................
    [Show full text]
  • Downloaded Onto My Personal Computer; Transcribed; and Kept Under Password Following UBC BREB Guidelines
    Muslim–Canadian Educator’s Pedagogies: Tools for Teaching, Learning, and Transforming by Claire Alkouatli B.Sc., University of Victoria, 1995 M.A., University of British Columbia, 2015 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF Doctor of Philosophy in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Human Development, Learning and Culture) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) April 2020 © Claire Alkouatli, 2020 The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the dissertation entitled: Muslim–Canadian Educator’s Pedagogies: Tools for Teaching, Learning, & Transforming submitted in partial fulfillment of the requirements by Claire Alkouatli for the degree of Doctor of Philosophy in Human Development, Learning, and Culture Examining Committee: Dr. Jasmin Zine, Professor, Sociology and Muslim Studies, Wilfrid Laurier University Supervisor Dr. Ali Abdi, Professor, Department of Educational Studies (EDST), UBC Supervisory Committee Member Dr. Barbara Weber, Associate Professor, HDLC, EPSE, UBC Supervisory Committee Member Dr. Deborah Butler, Professor, HDLC, EPSE, UBC University Examiner Dr. Samuel Rocha, Associate Professor, EDST, UBC University Examiner Dr. Mohamad Abdalla, Professor, Islamic Studies, University of South Australia External Examiner ii Abstract Islamic Education is a topic often clouded by stereotypes, misperceptions, and charges of antiquation and indoctrination, yet little empirical research
    [Show full text]
  • 37 CULTURE of ACTIVE VERSUS PASSIVE LEARNING: TRANSFORMATIVE EXPERIENCE in LEARNING QUALITATIVE INQUIRY COURSE Robert Lucas Kani
    International Journal of Education, Learning and Development Vol. 8, No.8, pp.37-46, October 2020 Published by ECRTD-UK Print ISSN: 2054-6297(Print), Online ISSN: 2054-6300(Online) CULTURE OF ACTIVE VERSUS PASSIVE LEARNING: TRANSFORMATIVE EXPERIENCE IN LEARNING QUALITATIVE INQUIRY COURSE Robert Lucas Kaniki Xiamen University- China Email: [email protected] ABSTRACT: This paper provides an important personal reflective journal emerging from the existing experience of qualitative inquiry course and analysis of international students’ experiences on the culture of active versus passive learning and how we can archive transformative learning. Based on the finding emerging from focus group interviews with international students, three general themes emerged, including teacher-students’ interaction, communication skills and International-Chinese students’ relationship as aspects promoting transformative learning. The author concludes that the active learning method was the best way to promote transformative learning among students. The study has implications for future research on the culture of active versus passive learning and on how transformative learning can be promoted in the university milieu. KEYWORDS: active learning, passive learning, transformative learning, qualitative inquiry INTRODUCTION The purpose of this study is to investigate international students’ experiences on the culture of active versus passive learning in the university as a way to promote and foster changes in students’ learning (transformative learning). Based on the existing experience in qualitative inquiry courses offered at the school of education in a top-tier comprehensive research university in southeast China, this study presents the author’s reflective journal and international students’ experiences in the culture of active versus passive learning and how we can archive transformative learning through this culture.
    [Show full text]
  • Changing the Paradigm in Teaching Statics
    Changing the Paradigm in Teaching Statics Dr. Peggy C. Boylan-Ashraf San Jose State University learning can promote better understanding of fundamen- Statics is a fundamental discipline in engineering and Abstract tal knowledge concepts among students. was chosen because of its concepts and applications6,33 Introductory fundamental engineering mechanics Student-centered learning (SCL) was first introduced that are so basic in engineering. It is a fundamental pre- (IFEM) courses, such as statics, mechanics of materials, in the 1960s under a reformed pedagogical model called requisite for subsequent courses such as mechanics, dy- dynamics, and fluids are based primarily on physics and guided inquiry 18. SCL is usually introduced in 3 phases namics, and tool design 5,28. Many researchers 5,6,28,33 have mathematical concepts. In this paper, we suggest that - an exploration phase, an invention phase, and an ap- argued that performance in courses such as dynamics and new methodologies and active learning pedagogies, plication phase. This pedagogical system has been found mechanics correlate to success or knowledge in statics. must be included in IFEM classrooms. This study focuses to be beneficial to students, providing them with better In the past, statics has been taught in traditional on a new paradigm in IFEM courses, identifying a new conceptual understanding compared to students who lecture style classroom scenarios. According to research direction in engineering curriculum development— and were taught using the more traditional methods or pas- in human learning 43,46, humans think, learn, and solve emphasizes active rather than passive learning. Demo- sive, teacher-centered pedagogies. 4,26, 42.
    [Show full text]
  • THE JEWISH EDUCATOR Implementing Project-Based
    THE JEWISH EDUCATOR Implementing Project-Based Learning in Congregational Schools1 Ronit Ziv-Kreger ow do we make Jewish learning relevant to students and meaningful to their contemporary lives? One approach is H to embed the learning of content and skills within exciting real-world projects that leverage student motivation to accomplish real work with real value. This approach, known as Project- Based Learning (PBL), reaches back to a dialogue between Rabbi Tarfon, Rabbi Akiva, and the sages, who debated the question, “Which is greater, study or action?” They concluded that study is greater because it leads to action – an early recognition of the connection between the two. Two millennia later, “learning by doing,” as John Dewey called it, is an attractive option for learning environments in which sitting and listening to teachers doesn’t work, especially in relation to after-school lessons in congregational settings. The Boston Experience In 2009, Boston’s Combined Jewish Philanthropies (CJP) launched a bold undertaking to redesign congregational learning.2 This initiative was inspired by lay leaders who, after experiencing the dynamic adult Jewish education offered in the Boston area, wanted children to be able to drink from the deep well of Jewish learning as an important alternative to conventional Hebrew school. CJP set out to help congregations develop such new models and then to disseminate them across the community. Dr. Ronit Ziv-Kreger serves as Director of Education at the Initially, pilot congregations were selected to receive three-and-a- Jewish Women’s Renaissance half years of limited funding, consulting, coaching, and training for Project (JWRP).
    [Show full text]
  • A Progressive Approach to the Education of Teachers: 5 Some Principles from Bank Street College of Education
    A Progressive Approach to the Education of Teachers: Some Principles from Bank Street College of Education Y 2007 nancy nager JANUAR edna k. shapiro occasional paper series 18 bank street college of education Bank Street College of Education, founded in 1916, is a recognized leader in early childhood, childhood, and adolescent development and education; a pioneer in improving the quality of classroom education; and a national advocate for children and families. The mission of Bank Street College is to improve the education of children and their teachers by applying to the educational process all available knowledge about learning and growth, and by connecting teaching and learning meaningfully to the outside world. In so doing, we seek to strengthen not only individuals, but the community as well, including family, school, and the larger society in which adults and children, in all their diversity, interact and learn. We see in education the opportunity to build a better society. CONTENTS FOREWORD 3 A progressive approach to the education of teachers: 5 some principles from Bank Street College of Education A rationale for teacher education 6 Principles underlying the teaching of teachers 9 Principle 1: 10 Education is a vehicle for creating and promoting social justice and encouraging participation in democratic processes. Principle 2: 14 The teacher has a deep knowledge of subject matter areas and is actively engaged in learning through formal study, direct observation, and participation. Principle 3: 19 Understanding children’s learning and development in the context of family, community, and culture is needed for teaching. Principle 4: 25 The teacher continues to grow as a person and as a professional.
    [Show full text]
  • Cultivating Curiosity About the Teaching of Classical Jewish Texts Jon A
    Turn IT and Turn IT agaIn Studies in the Teaching and Learning of Classical Jewish Texts Jewish Identity in Post-Modern Society Series Editor: Roberta Rosenberg Farber – Yeshiva University Editorial Board: Sara Abosch – University of Memphis Geoffrey Alderman – University of Buckingham Yoram Bilu – Hebrew University Steven M. Cohen – Hebrew Union College – Jewish Institute of Religion Bryan Daves – Yeshiva University Sergio Della Pergola – Hebrew University Simcha Fishbane – Touro College Deborah Dash Moore – University of Michigan Uzi Rebhun – Hebrew University Reeva Simon – Yeshiva University Chaim I. Waxman – Rutgers University Turn IT and Turn IT agaIn Studies in the Teaching and Learning of Classical Jewish Texts Edited by Jon a. LEvISohn and SuSan P. FEndrICk Boston 2013 Library of Congress Cataloging-in-Publication Data: The bibliographic data for this title is available from the Library of Congress. Copyright © 2013 Academic Studies Press All rights reserved ISBN 978-1-936235-63-6 (cloth) ISBN 978-1-61811-081-7 (electronic) Effective July 19, 2016, this book will be subject to a CC-BY-NC license. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc/4.0/. Other than as provided by these licenses, no part of this book may be reproduced, transmitted, or displayed by any electronic or mechanical means without permission from the publisher or as permitted by law. Cover design by Ivan Grave Published by Academic Studies Press in 2011 28 Montfern Avenue Brighton, MA 02135, USA [email protected] www.academicstudiespress.com For our parents Steve and Sybil Levisohn Camille Munz Fendrick and David Fendrick And for our children Ariella, Maya, and Jesse Meira, Shoshana, Adina, Matan, and Elianna Contents Acknowledgements 8 Foreword Sharon Feiman-Nemser 11 1 Cultivating Curiosity about the Teaching of Classical Jewish Texts Jon A.
    [Show full text]
  • How Students Experience Active and Passive Learning in Science Class
    CALIFORNIA ST ATE UNIVERSITY SAN MARCOS THESIS SIGNATURE PAGE THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE MASTER OF ARTS IN EDUCATION THESIS TITLE: How Students Experience Active and Passive Leaming in Science Class AUTHOR: Mercer Barrows III DATE OF SUCCESSFUL DEFENSE: May 02, 2019 THE THESIS HAS BEEN ACCEPTED BY THE THESIS COMMITTEE IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN EDUCATION. 2 -Anne Rene Elsbree �� o" -19 THESIS COMMITTEE CHAIR ��SGNATlJ /L DATE Joni Kolman as foul I q THESIS COMMITTEE MEMBER DATE I Running head: HOW STUDENTS EXPERIENCE LEARNING IN SCIENCE CLASS How Students Experience Active and Passive Learning in Science Class by Mercer Barrows III A Research Paper Submitted in Partial Fulfillment of the Requirement for the Masters of Arts Degree In Education California State University San Marcos Fall 2018 HOW PHYSICS STUDENTS EXPERIENCE LEARNING 3 Thesis Abstract As authors Bigelow, Harvey, Karp, and Miller (2004) explain, part of social justice in the classroom includes a participatory and experiential environment, and to not provide that would be socially unjust. Therefore, I wanted to figure out how I can engage students in a way of learning that supports deeper learning, thinking, and engagement by implementing active learning instructional strategies. Why active learning instruction? As Minhas (2012) studied, direct instruction is significantly less effective for student’s learning and engagement, and active learning instruction is shown to produce significant learning gains and engagement. Therefore, my research investigates: How can I can the students in my physics classes to engage in active learning? In order to arrive at a solution, I needed to understand how my students were currently experiencing learning in science class.
    [Show full text]
  • A QUALITATIVE STUDY of the INTERSECTION of INSTRUCTIONAL SPACE DESIGN and STUDENT ENGAGEMENT ERIC A. BYRNE BA, Fordham Universit
    A QUALITATIVE STUDY OF THE INTERSECTION OF INSTRUCTIONAL SPACE DESIGN AND STUDENT ENGAGEMENT ERIC A. BYRNE BA, Fordham University, 1993 MA, Fordham University, 1994 Mentor Toby Tetenbaum, PhD Readers John Lee, EdD Sheldon Marcus, PhD DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION IN THE GRADUATE SCHOOL OF EDUCATION OF FORDHAM UNIVERSITY NEW YORK 2016 ii COPYRIGHT © Eric A. Byrne, 2016, All Rights Reserved. iii ACKNOWLEDGMENTS I thank and acknowledge the participants of this study, who gave their time and insights. The experiences that were shared were valuable in understanding the impact of innovative space designs on teaching and learning. Without their voices, this study would not have been possible. I thank my current and former colleagues of the Chappaqua Central School District, especially Dr. Lyn McKay, Superintendent; Mr. Robert Rhodes, Horace Greeley High School Principal; Ms. Darleen Nicolosi, Director of Technology; Ms. Christine Louth, Staff Developer; and Mr. Joshua Block, Staff Developer. Each has contributed to creating a school district culture of inquiry and action research in which it is possible to be innovative and creative. I thank Ms. Therese Dell’olio and Ms. Marianne Salustri for their support and encouragement throughout this project. I also thank the teachers and students of the Chappaqua Central School District. I acknowledge and thank Dr. Toby Tetenbaum. Her support, encouragement, guidance, and determination to see me through kept me focused and committed to seeing this project to its completion. I also would like to acknowledge and thank Dr. Sheldon Marcus and Dr. John Lee for their guidance and support.
    [Show full text]
  • Passive Spaces for Active Learners
    Passive Spaces for Active Learners “A palette of classroom spaces based on daylighting” Divya Shroff A thesis submitted in partial fulfillment of the requirements for the degree of : Masters of Architecture University of Washington 2017 Supervisory Committee: Rob Rena , Chair Heather Burpee Program Authorized to Offer Degree: Department of Architecture ©Copyright 2017 Divya Shroff University of Washington Abstract Passive Spaces for Active Learners “A Palette of Classroom Spaces based on Daylighting” Divya Shroff Chair of the Supervisory Committee: Robert B. Peña, Associate Professor and Undergraduate Program Coordinator Department of Architecture The school buildings and their learning environments have been invariable over a period of time and they do not support the 21st century building pedagogy. The contemporary design of the build- ings do not respond to the present needs. Through this thesis I identified some design variables that helped to design different classroom typologies. Since classroom lighting plays a particularly criti- cal role in student performance all these typologies are based on daylighting. Appropriate lighting is one of the most critical performance attributes of the learning environment. INTRODUCTION “As population grows and finite raw materials are consumed in ever greater numbers, we must find better ways to manage our planet’s resources and to preserve its ecosystems. In the process, we must develop methods of instructing future generations about energy conservation.” 1 “Strategies to reduce the negative impact of human activity on the natural world begin with educa- tion. School leaders can be instrumental in expanding public awareness of sustainability by provid- ing students positive examples of the cohabitation of natural and built environments.” 2 High performance school buildings serve as models for teaching sustainable principals through integrated and project based learning.
    [Show full text]
  • A Shift to Active Learning Environments
    A Shift to Active Learning Environments At college and university classrooms Dell recently worked with faculty and administrators at the University of Oklahoma to create just such an active nationwide a shift is afoot, with learning space. Explains Erin Wolfe, executive director of innovative teaching arrangements the Office of Strategic Initiatives at the university, “Active and approaches creating more active learning is a shift from the traditional sitting in a class, learning environments—and fostering listening to a professor lecture, to more of a group-centered collaborative learning space.” Wolfe believes this kind of collaborations between student and learning has a significant impact on success after graduation. teacher that are making learning more “When you go into the real world, you’re going to work in personalized. Today, Dell is partnering with a group. You’re going to have to solve a problem with that a range of higher education institutions to group, report back, modify, and that’s the skill that we need students to have,” she says. speed the transformation. Highlighting examples from multiple universities helps For Oklahoma, constructing the university’s active learning spaces required a rethinking of the nature of classroom illuminate these newly emerging learning instruction and student interaction. environments. “There’s lots of questions about what higher ed should look like, what classes should look like,” says Gregg Garn, Indeed, higher ed is replacing older methods and spaces executive director of the K20 Center for Educational & with a new triumvirate of innovative teaching, immersive Community Renewal at Oklahoma. “We’ve been able to environments and leading-edge technology—all intended think deeply about why are we doing the things that we’re to encourage students to be more dynamic participants in doing, and to think through whether there might be some the learning process.
    [Show full text]
  • Does a Second Century Rabbi's Teaching Methods and Process
    University of Missouri, St. Louis IRL @ UMSL Dissertations UMSL Graduate Works 8-2-2011 DOES A SECOND CENTURY RABBI’S TEACHING METHODS AND PROCESS ELEMENTS ALIGN WITH MALCOLM KNOWLES’ ANDRAGOGICAL FRAMEWORK? Luke Brad Bobo University of Missouri-St. Louis, [email protected] Follow this and additional works at: https://irl.umsl.edu/dissertation Part of the Education Commons Recommended Citation Bobo, Luke Brad, "DOES A SECOND CENTURY RABBI’S TEACHING METHODS AND PROCESS ELEMENTS ALIGN WITH MALCOLM KNOWLES’ ANDRAGOGICAL FRAMEWORK?" (2011). Dissertations. 415. https://irl.umsl.edu/dissertation/415 This Dissertation is brought to you for free and open access by the UMSL Graduate Works at IRL @ UMSL. It has been accepted for inclusion in Dissertations by an authorized administrator of IRL @ UMSL. For more information, please contact [email protected]. Rabbi‘s Teaching Methods and Processes in Antiquity Compared to Knowles‘ i DOES A SECOND SECOND CENTURY RABBI‘S TEACHING METHODS AND PROCESS ELEMENTS ALIGN WITH MALCOLM KNOWLES‘ ANDRAGOGICAL FRAMEWORK? Luke B. Bobo MDiv., Covenant Theological Seminary – St. Louis, 2003 M.S., University of Missouri-Columbia, 1988 B.S., University of Kansas – Lawrence, 1982 A Thesis Submitted to The Graduate School at the University of Missouri-St. Louis in partial fulfillment of the requirements for the degree Doctor of Philosophy in Education May 2011 Advisory Committee Paulette Isaac-Savage, Ed.D. Chairperson John Henschke, Ed.D. Pi-Chi Han, Ed.D. Ron Moseley, Ph.D. Copyright, Luke B. Bobo, 2011 Rabbi‘s Teaching Methods and Processes in Antiquity Compared to Knowles‘ ii Acknowledgements It is inconceivable that a project of this magnitude can be completed alone.
    [Show full text]