The Phenomenological Heart of Teaching and Learning

Theory, Research, and Practice in Higher Education
1. Auflage 2019
ISBN: 978-0-8153-7183-0
Verlag: Routledge

Buch, Englisch, 222 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 479 g

Reihe: Routledge Research in Higher Education

This book presents a carefully constructed framework for teaching and learning informed by philosophical and empirical foundations of phenomenology. Based on an extensive, multi-dimensional case study focused around the ‘lived experience’ of college-level teaching preparation, classroom interaction, and students’ reflections, this book presents evidence for the claim that the worldviews of both teachers and learners affect the way that they present and receive knowledge. By taking a unique phenomenological approach to pedagogical issues in higher education, this volume demonstrates that a truly transformative learning process relies on an engagement between consciousness and the world it ‘intends’.

Autoren/Hrsg.

Greenberg, Katherine

Sohn, Brian

Greenberg, Neil

Pollio, Howard R

Thomas, Sandra

Smith, John

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Vergleichende und Empirische Bildungsforschung

Inhaltsverzeichnis

Chapter 1. The Lifeworld of the Classroom

Chapter 2. Getting DEEP: The Integrative Biology of Teaching and Learning

Chapter 3. Preparation for Teaching: "What Can They Experience in Class?"

Chapter 4. Teaching as Improvisational Jazz: "To Go Somewhere to Answer a BIG Question"

Chapter 5. Free to Learn: A Radical Aspect of Our Approach

Chapter 6. Student Experiences of Other Students: "All Together in This Space"

Chapter 7. Transcending the Classroom: Student Reports of Personal and Professional Change

Chapter 8. Messing Up and Messing About: Student Needs and Teachers’ Adaptation of Our Phenomenological Approach

Chapter 9. The Contribution of Our Existential Phenomenological Approach to Higher Education Pedagogy: Implications for Theory, Research, and Practice

References

Über Autor(innen)

Katherine H. Greenberg is Professor Emerita, Department of Educational Psychology at The University of Tennessee, Knoxville.

Neil Greenberg is Professor Emeritus, Department of Ecology and Evolutionary Biology at The University of Tennessee, Knoxville.
Sandra Thomas is Chair of the PhD. Program in the College of Nursing at The University of Tennessee, Knoxville.
Howard R. Pollio is Professor Emeritus, Department of Psychology at The University of Tennessee, Knoxville.
Brian Sohn is Assistant Professor, Department of Education and Counseling, Carsen-Newman University, Jefferson City, TN
John Smith is Associate Professor of Mathematics, Pellissippi State Community College, Knoxville, Tn.