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The Heart of Higher Education
A call to advance integrative teaching and learning in higher education. From Parker Palmer, best-selling author of The Courage to Teach, and Arthur Zajonc, professor of physics at Amherst College and director of the academic program of the Center for Contemplative Mind in Society, comes this call to revisit the roots and reclaim the vision of higher education. The Heart of Higher Education proposes an approach to teaching and learning that honors the whole human being—mind, heart, and spirit—an essential integration if we hope to address the complex issues of our time. The book offers a rich interplay of analysis, theory, and proposals for action from two educators and writers who have ...
The Contemplative Mind in the Scholarship of Teaching and Learning
Cover -- THE CONTEMPLATIVE MIND IN THE SCHOLARSHIP OF TEACHING AND LEARNING -- Title -- Copyright -- Dedication -- Contents -- Acknowledgments -- Introduction: Envisioning the Contemplative Commons -- 1 A Historical Review -- 2 Contemplative Practices in Higher Education -- 3 Challenges and Replies to Contemplative Methods -- 4 Contemplative Research -- 5 The Contemplative Mind: A Vision of Higher Education for the Twenty-First Century -- Coda -- References -- Index.
Interdisciplinary Approaches to Pedagogy and Place-Based Education
This book brings together scholars from a wide range of disciplines to creatively engage with place in the context of pedagogy. Beginning with an exploration of traditional place-based forms of education, such as outdoor education, travel courses, and courses on sustainability, the authors go on to expand our popular notions of place, including the classroom, the campus, our interior selves, and our digital ecosystems. This reconsideration of place-based education represents not only an engagement of prior literature on pedagogy and place, but also a re-imagining of the role that place might play in education. Authors stretch the notion of place, arguing for a holistic approach to disciplines in the humanities, social sciences, and natural sciences, bringing into focus an array of contentious issues in philosophies and methods of teaching for multiple academic disciplines and their many intersections.
The Globalization of World Politics
Now in its fifth edition, this title has been fully revised and updated in the light of recent developments in world politics, with new chapters on the changing nature of war, human security, and international ethics.
Teaching with Emotional Intelligence
Featuring lots of jargon-free activities, checklists and points for deeper reflection, the guidance in this book will help teachers encourage their learners to become more engaged, creative and motivated through the use of emotional intelligence.
Our Bodies, Ourselves: Menopause
FROM THE EDITORS OF THE CLASSIC "BIBLE OF WOMEN'S HEALTH," A TRUSTWORTHY, UP-TO-DATE GUIDE TO HELP EVERY WOMAN NAVIGATE THE MENOPAUSE TRANSITION For decades, millions of women have relied on Our Bodies, Ourselves to provide the most comprehensive, honest, and accurate information on women's health. Now, in Our Bodies, Ourselves: Menopause, the editors of the classic guide discuss the transition of menopause. With a preface by Vivian Pinn, M.D., the director of the Office of Research on Women's Health at the National Institutes of Health, Our Bodies, Ourselves: Menopause includes definitive information from the latest research and personal stories from a diverse group of women. Our Bodies, Ou...
The Globalization of World Politics
The best-selling introduction to international relations offers the most comprehensive coverage of the key theories and global issues in world politics, written by the leading experts in the field.
The Contemplative Mind in the Scholarship of Teaching and Learning
In The Contemplative Mind in the Scholarship of Teaching and Learning, Patricia Owen-Smith considers how contemplative practices may find a place in higher education. By creating a bridge between contemplative practices and the Scholarship of Teaching and Learning (SoTL), Owen-Smith brings awareness of contemplative pedagogy to a larger audience of college instructors, while also offering classroom models and outlining the ongoing challenges of both defining these practices and assessing their impact in education. Ultimately, Owen-Smith asserts that such practices have the potential to deepen a student's development and understanding of the self as a learner, knower, and citizen of the world.
