The Power of Phenomenology in Teaching and Learning

Session Time and Location

Date:
Fri, 8 Jun 2018
Time:
Time:
9:45am to 10:45am
Room: Room:
Oakwood A
Session Track
Session Format

Speaker(s)

Strong educational institutions foster the development of skills citizens need to innovate and produce tangible results, bolstering economies and sustaining progress.  Do students care about self-transformation and acquiring contemplative skills or is their primary focus to become workforce competitive?  This workshop will examine faculty perception of the purpose of higher education according to their students.  Does their understanding align with their students'?  Workshop participants will explore concrete, evidence-informed strategies to (1) align what students expect from their education with what faculty think; (2) transform the classroom into a sanctuary where all students can explore life, the inner and the outer.

 

  • Session References +
    1. Ambrose, et al. (2010). How learning works
    2. Brookfield, (2006). The skillful teacher: On technique, trust and responsiveness in the classroom.
    3. Brackett, et al. (2011). Creating emotional literate classrooms: An introduction to The RULER Approach to Social and Emotional Learning.
    4. Damasio, (1995). Descartes’ error: Emotion, reason and the human brain.
    5. Davidson, (2003). Seven sins in the study of emotion: Correctives from affective neuroscience.
    6. Johnson, (2016).  Micro-barriers loom large for first-generation Students.
    7. Kaplan, et al. (2013). Using reflection and metacognition to improve student learning.
    8. Kelly, (2000a). The Psychology of Personal Construct. Volume One: Theory of  Personality.
    9. McGuire, (2015). Teach students how to learn.
    10. Nilson, (2013).  Creating self-regulated learners.  
    11. Plutchick, (2003). Emotions and life.
    12. Rendon, (2014). Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice, and Liberation.
    13. Reyes, (2012). Classroom emotional climate, student engagement, and academic achievement.
    14. Schoem, (2017). Teaching the Whole Student: Engaged Learning With Heart, Mind, and Spirit.