Description

Book Synopsis
Examines what it means to be present in one's teaching. The book begins with an in-depth definition of presence from several different angles. The text goes on to delineate what a teacher may be present to, providing a map for useful discussions among teachers and between teachers and students.

Table of Contents
  • Contents
  • Acknowledgments xi
  • Preface: Why I Wrote This Book  xiii
  • Origins xiii
  • Who This Book Is For xv
  • Structure of the Book xvi
  • Part I: Introduction to Presence 1
  • Philosophical Foundations 1
  • Presence 8
  • My View of Learning 8
  • Part II: Defining Presence 11
  • 1. Attitudes 13
  • Overview: Six Essential Attitudes
  • Directness 13
  • Wholeheartedness 14
  • Open-Mindedness 15
  • Responsibility 16
  • Curiosity 17
  • Equanimity or Neutrality of Mind 18
  • 2. Mutual Vulnerability 20
  • Critical Pedagogy 20
  • Humanizing Pedagogy and Mutual Vulnerability 22
  • 3. The Permeable Nature of Self and World 24
  • Origins 24
  • Permeability of Self and World Across Professions 26
  • Authenticity and Connection 28
  • 4. Inquiry 29
  • Thin-Slicing and Inquiry 29
  • Heuristics and Inquiry 30
  • Medicine and Inquiry 32
  • Teaching, Inquiry, and Presence 34
  • 5. Love 38
  • Love and Trusting the Learner Within 38
  • Love and the Moral Dimension of Presence 39
  • Love and Listening  39
  • Love and Attention to What Cannot Be Seen 40
  • Love of Subject Matter 41
  • Love and Self-Compassion 42
  • Conclusion 42
  • Part III: What We are Present To: I, Thou, It, and Context 45
  • 6. The Teaching Triangle: Its Parts  47
  • The I (Teacher) 48
  • The Thou (Learner) 51
  • The It (Content) 54
  • 7. The Teaching Triangle: Its Dynamics 58
  • The I–Thou Dynamic 58
  • The I–It Dynamic 61
  • The Thou–It Dynamic 63
  • The I’s Interaction with the Thou–It Dynamic 65
  • Summary of the I, Thou, and It 67
  • 8. Context 68
  • Context as a System 68
  • Purposes of Education 71
  • Conclusion 74
  • Part IV: Reflection 77
  • 9. The Research 79
  • Early Proponents 79
  • Poststructuralist Critique 79
  • Dewey 81
  • Adaptive Expertise 81
  • 10. Purposes of Reflection 84
  • The Development of Perception 84
  • Accepting What Is 87
  • Alignment of Practices with Self 87
  • Alignment of Practices with the Purposes of Education 89
  • 11. The Process of Reflection  91
  • Phase 1: Experience 93
  • Phase 2: Description 94
  • Phase 3: Analysis and Interpretation 95
  • Phase 4: Taking Intelligent Action (Because Awareness Is Not Enough) 98
  • Summary 99
  • 12. Reflective Practice, Mindful Practice, and Presence in Teaching  101
  • Part V: Educating for Presence: How Do We Learn to Be Present? How Can It Be Taught?  103
  • Module 1: Learning Stories 107
  • The Activity 107
  • Reflection 109
  • The Readings  110
  • Module 2: The Poem 112
  • The Activity 112
  • Reflection 114
  • The Readings  115
  • Module 3: The Leaf Activity  116
  • The Activity 116
  • Reflection 117
  • The Readings  119
  • Module 4: The Gun and the Naked Woman 120
  • The Activity 120
  • Reflection 122
  • The Readings 123
  • Module 5: Descriptive Feedback 124
  • The Activity 124
  • Reflection  125
  • The Readings 127
  • Module 6: Descriptive Review of a Learner 128
  • The Activity 128
  • Reflection 129
  • The Readings  132
  • 13. Conclusion 133
  • “Are You Okay?” 133
  • Final Thoughts 134
  • Appendix: Rubric for Descriptive Reviews  136
  • Notes 139
  • References 143
  • Index 147
  • About the Author 158

The Art of Reflective Teaching Practicing

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    A Paperback / softback by Carol R. Rodgers

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      Publisher: Teachers' College Press
      Publication Date: 30/03/2020
      ISBN13: 9780807763643, 978-0807763643
      ISBN10: 0807763640

      Description

      Book Synopsis
      Examines what it means to be present in one's teaching. The book begins with an in-depth definition of presence from several different angles. The text goes on to delineate what a teacher may be present to, providing a map for useful discussions among teachers and between teachers and students.

      Table of Contents
      • Contents
      • Acknowledgments xi
      • Preface: Why I Wrote This Book  xiii
      • Origins xiii
      • Who This Book Is For xv
      • Structure of the Book xvi
      • Part I: Introduction to Presence 1
      • Philosophical Foundations 1
      • Presence 8
      • My View of Learning 8
      • Part II: Defining Presence 11
      • 1. Attitudes 13
      • Overview: Six Essential Attitudes
      • Directness 13
      • Wholeheartedness 14
      • Open-Mindedness 15
      • Responsibility 16
      • Curiosity 17
      • Equanimity or Neutrality of Mind 18
      • 2. Mutual Vulnerability 20
      • Critical Pedagogy 20
      • Humanizing Pedagogy and Mutual Vulnerability 22
      • 3. The Permeable Nature of Self and World 24
      • Origins 24
      • Permeability of Self and World Across Professions 26
      • Authenticity and Connection 28
      • 4. Inquiry 29
      • Thin-Slicing and Inquiry 29
      • Heuristics and Inquiry 30
      • Medicine and Inquiry 32
      • Teaching, Inquiry, and Presence 34
      • 5. Love 38
      • Love and Trusting the Learner Within 38
      • Love and the Moral Dimension of Presence 39
      • Love and Listening  39
      • Love and Attention to What Cannot Be Seen 40
      • Love of Subject Matter 41
      • Love and Self-Compassion 42
      • Conclusion 42
      • Part III: What We are Present To: I, Thou, It, and Context 45
      • 6. The Teaching Triangle: Its Parts  47
      • The I (Teacher) 48
      • The Thou (Learner) 51
      • The It (Content) 54
      • 7. The Teaching Triangle: Its Dynamics 58
      • The I–Thou Dynamic 58
      • The I–It Dynamic 61
      • The Thou–It Dynamic 63
      • The I’s Interaction with the Thou–It Dynamic 65
      • Summary of the I, Thou, and It 67
      • 8. Context 68
      • Context as a System 68
      • Purposes of Education 71
      • Conclusion 74
      • Part IV: Reflection 77
      • 9. The Research 79
      • Early Proponents 79
      • Poststructuralist Critique 79
      • Dewey 81
      • Adaptive Expertise 81
      • 10. Purposes of Reflection 84
      • The Development of Perception 84
      • Accepting What Is 87
      • Alignment of Practices with Self 87
      • Alignment of Practices with the Purposes of Education 89
      • 11. The Process of Reflection  91
      • Phase 1: Experience 93
      • Phase 2: Description 94
      • Phase 3: Analysis and Interpretation 95
      • Phase 4: Taking Intelligent Action (Because Awareness Is Not Enough) 98
      • Summary 99
      • 12. Reflective Practice, Mindful Practice, and Presence in Teaching  101
      • Part V: Educating for Presence: How Do We Learn to Be Present? How Can It Be Taught?  103
      • Module 1: Learning Stories 107
      • The Activity 107
      • Reflection 109
      • The Readings  110
      • Module 2: The Poem 112
      • The Activity 112
      • Reflection 114
      • The Readings  115
      • Module 3: The Leaf Activity  116
      • The Activity 116
      • Reflection 117
      • The Readings  119
      • Module 4: The Gun and the Naked Woman 120
      • The Activity 120
      • Reflection 122
      • The Readings 123
      • Module 5: Descriptive Feedback 124
      • The Activity 124
      • Reflection  125
      • The Readings 127
      • Module 6: Descriptive Review of a Learner 128
      • The Activity 128
      • Reflection 129
      • The Readings  132
      • 13. Conclusion 133
      • “Are You Okay?” 133
      • Final Thoughts 134
      • Appendix: Rubric for Descriptive Reviews  136
      • Notes 139
      • References 143
      • Index 147
      • About the Author 158

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