Ecological Pedagogy, Buddhist Pedagogy, Hermeneutic Pedagogy

Experiments in a Curriculum for Miracles

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Philosophy & Social Aspects, Science & Nature, Science, Religion & Spirituality, Philosophy
Cover of the book Ecological Pedagogy, Buddhist Pedagogy, Hermeneutic Pedagogy by David W. Jardine, Jackie Seidel, Peter Lang
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Author: David W. Jardine, Jackie Seidel ISBN: 9781454198925
Publisher: Peter Lang Publication: September 1, 2013
Imprint: Peter Lang Inc., International Academic Publishers Language: English
Author: David W. Jardine, Jackie Seidel
ISBN: 9781454198925
Publisher: Peter Lang
Publication: September 1, 2013
Imprint: Peter Lang Inc., International Academic Publishers
Language: English

This book explores three interrelated roots of scholarly work that have a supportive and elaborative affinity to authentic and engaging classroom inquiry: ecological consciousness, Buddhist epistemologies, philosophies and practices, and interpretive inquiry or «hermeneutics». Although these three roots originate outside of and extend far beyond most educational literature, understanding them can be of immense practical importance to the conduct of rich, rigorous, practicable, sustainable, and adventurous classroom work for students and teachers alike.
The authors collectively bring to these reflections decades of classroom experience in grades K–12 and the experience of supervising hundreds of student teachers in such settings as well as working regularly with schools and classroom teachers in their day-to-day work. The authors demonstrate, through several classroom examples, how ecology, Buddhism, and hermeneutics provide ways to re-invigorate the often-moribund discourse of education and bring a sense of beauty and rigorous joy to classroom life for teachers and students alike.

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This book explores three interrelated roots of scholarly work that have a supportive and elaborative affinity to authentic and engaging classroom inquiry: ecological consciousness, Buddhist epistemologies, philosophies and practices, and interpretive inquiry or «hermeneutics». Although these three roots originate outside of and extend far beyond most educational literature, understanding them can be of immense practical importance to the conduct of rich, rigorous, practicable, sustainable, and adventurous classroom work for students and teachers alike.
The authors collectively bring to these reflections decades of classroom experience in grades K–12 and the experience of supervising hundreds of student teachers in such settings as well as working regularly with schools and classroom teachers in their day-to-day work. The authors demonstrate, through several classroom examples, how ecology, Buddhism, and hermeneutics provide ways to re-invigorate the often-moribund discourse of education and bring a sense of beauty and rigorous joy to classroom life for teachers and students alike.

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