By Avraham Cohen
I've got without doubt that a lot of you who learn this publication should be captivated via it, simply as i've been captivated. This booklet is woven via evocative tales instructed through masterful educators who got here jointly to discover the meanings of studying, educating, and existence. in case you have learn conversing of educating, it isn't a shock to listen to, back, the profoundly touching, humane, and resourceful voices of those authors. This booklet attracts me in, touches my middle, and refreshes my brain. -Hongyu Wang, Professor, Oklahoma nation collage, Tulsa, okay, US The authors invite us to hitch them in asking, "What else can studying be?" What else certainly? what's past the recipes, rubrics, formulation, and credentials of up to date schooling? Deep within the middle in their personal own tales, advised and untold, spoken and unstated, the authors seek and inform. With an crafty admixture of reports, poems, art, and reflections, this booklet is a unprecedented chance to eavesdrop on an eight-year prolonged dialog among those talented educators as they turn into more and more found in their studying trips. -Arden Henley, Professor and imperative, Canadian courses, urban collage of Seattle, Vancouver, BC, Canada
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Extra info for Speaking of Learning . . .: Recollections, Revelations, and Realizations
I have had two students who told me they raised their children according to what they learned from reading The Continuum Concept. One child was five and the other seven. They both gave similar descriptions of their children; to paraphrase, “he is quite a relaxed child. ” Central to Liedloff’s (1975/1977) observations is the “in arms” experience. What she discovered was that the Yequana babies were always next to the body of 10 INNER WORLD LEARNINGS an adult caregiver. She characterized the “leap” from the womb into life outside the uterine environment in this way: “What a baby encounters is what he1 feels life to be” (p.
I came to see that many students were not realizing anywhere near their potential. I have fine-tuned my abilities to notice students’ gifts, to encourage their emergence, and to create academic culture and community that encourages all members to notice others and encourage them. I need to add that this is no Pollyanna culture where everything is sweetness. ” There is a high value placed on honesty and openness. There is also an emphasis on how to give feedback, tough or otherwise, in a respectful and mindful way.
I began to wonder what the problem was. I could see that many of them were not very well prepared personally or academically for what was required from a doctoral student. I further began to see that as much as the students were not prepared, many of the faculty were even less prepared to teach and mentor graduate students, or for that matter, in my view, students at any level. They did not have the personal abilities to relate to students, nor did they exhibit any signs that I could discern that indicated any interest in teaching or working with students.