Spirituality and Pedagogy

Being and Learning in Sacred Spaces

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula, Philosophy & Social Aspects
Cover of the book Spirituality and Pedagogy by Marilyn Llewellyn, Learning Moments Press
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Author: Marilyn Llewellyn ISBN: 9780997648812
Publisher: Learning Moments Press Publication: March 31, 2017
Imprint: Learning Moments Press Language: English
Author: Marilyn Llewellyn
ISBN: 9780997648812
Publisher: Learning Moments Press
Publication: March 31, 2017
Imprint: Learning Moments Press
Language: English

This book offers teachers and teacher-educators an inspiring alternative to narrowly conceived prescriptions for instruction.  Through this collection of contemplative essays, the author explores the meaning of school classrooms as sacred spaces for nurturing student growth and learning.  Narrative vignettes are used to illuminate pedagogical relationships grounded in faith and compassion rather than accountability and compliance. Woven throughout are themes of social justice and respect for the individual learner. The book is a excellent resource for catalyzing discussion in teacher-preparation courses and in-serivice programs. In additon to the subject of spirituality and pedagogy, the book offers an example of teacher reflection.  As such, it contributes to discourses about teachers as researchers, scholar-practitioners, and pedagogically-centered inquiry.  

 

 

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This book offers teachers and teacher-educators an inspiring alternative to narrowly conceived prescriptions for instruction.  Through this collection of contemplative essays, the author explores the meaning of school classrooms as sacred spaces for nurturing student growth and learning.  Narrative vignettes are used to illuminate pedagogical relationships grounded in faith and compassion rather than accountability and compliance. Woven throughout are themes of social justice and respect for the individual learner. The book is a excellent resource for catalyzing discussion in teacher-preparation courses and in-serivice programs. In additon to the subject of spirituality and pedagogy, the book offers an example of teacher reflection.  As such, it contributes to discourses about teachers as researchers, scholar-practitioners, and pedagogically-centered inquiry.  

 

 

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