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by Sherrie Reynolds (Author)
In Higher Education Reconceived: A Geography of Change, authors Sherrie Reynolds and Toni Craven examine the process of change in higher education as they engage the reader in conversation about how we relate to ourselves and to one another. They draw on modern and post-modern elements of higher education as well as personal narratives to address personal change, emergent change, and changing ideas about learning, curriculum, and communities of learning. The traditional view in higher education is that teaching causes learning. However, these authors assess how, as our ideas of student learning, research, and disciplines have developed, our understanding of teaching has evolved as well. Throughout, the authors intimate a sense of the spiritual in the processes of teaching and learning.
This holistic volume encourages meditation on the multi-dimensional journey of teaching and learning, sheds new light on current paradigms of education, and presents ways of living together in a pluralistic and globally connected world. Opening each chapter with a labyrinth illustration to depict the winding and porous nature of the topic, this book should find a place on every educator's bookshelf. As teacher-scholars together discover a new understanding of higher education fit for our times, they should never forget that--as Reynolds put it--"Being a university professor is a sacred trust." TABLE OF CONTENTS Chapter One Personal Change Sherrie Reynolds: Change Toni Craven: A Story of Change Chapter Two Emergent Change First and Second Order Change Change as Fractal Seeing through Old Ideas Chapter Three Changing Ideas about Consciousness Bedrock Ideas The Mechanical Universe A Transition How Does This Affect Teaching and Scholarship? Chapter Four Changing Ideas about Learning Modern Learning Turning Points in Modern and Post-Modern Learning Post-Modern Learning Chapter Five Changing Ideas about Curriculum Curriculum As Sequence Post-Modern Curriculum William Doll's Curriculum As Matrix Curriculum as Autobiography Relationships in a Complex System Who Are Our Students? Chapter Six Changing Ideas about Communities of Learning Caring Relationships Preparing Myself for Class Using Feedback Faculty and Community Searching for Excellence A New Story Metaphors for Teaching Seeing and More Caring about Students Relationality in ProcessAuthor Biography
Sherrie Reynolds is a professor and the director of the graduate studies at the College of Education of Texas Christian University. She has wide-ranging research interests including learning theory, complex systems, play, and urban education. She is author of Learning is a Verb.
Toni Craven is the I. Wylie and Elizabeth M. Briscoe Professor of Hebrew Bible at Brite Divinity School in Fort Worth, Texas. She has research interests in feminist literary-rhetorical criticism. Funded by a grant from the Wabash Center for Teaching and Learning in Theology and Religion, Craven and Reynolds directed sessions on Meaningful Teaching for Pre-tenured and Tenured Faculty at Brite Divinity School and Texas Christian University and then led a pre-tenure workshop which continued for two years.
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by Sherrie Reynolds (Author)
In Higher Education Reconceived: A Geography of Change, authors Sherrie Reynolds and Toni Craven examine the process of change in higher education as they engage the reader in conversation about how we relate to ourselves and to one another. They draw on modern and post-modern elements of higher education as well as personal narratives to address personal change, emergent change, and changing ideas about learning, curriculum, and communities of learning. The traditional view in higher education is that teaching causes learning. However, these authors assess how, as our ideas of student learning, research, and disciplines have developed, our understanding of teaching has evolved as well. Throughout, the authors intimate a sense of the spiritual in the processes of teaching and learning.
This holistic volume encourages meditation on the multi-dimensional journey of teaching and learning, sheds new light on current paradigms of education, and presents ways of living together in a pluralistic and globally connected world. Opening each chapter with a labyrinth illustration to depict the winding and porous nature of the topic, this book should find a place on every educator's bookshelf. As teacher-scholars together discover a new understanding of higher education fit for our times, they should never forget that--as Reynolds put it--"Being a university professor is a sacred trust." TABLE OF CONTENTS Chapter One Personal Change Sherrie Reynolds: Change Toni Craven: A Story of Change Chapter Two Emergent Change First and Second Order Change Change as Fractal Seeing through Old Ideas Chapter Three Changing Ideas about Consciousness Bedrock Ideas The Mechanical Universe A Transition How Does This Affect Teaching and Scholarship? Chapter Four Changing Ideas about Learning Modern Learning Turning Points in Modern and Post-Modern Learning Post-Modern Learning Chapter Five Changing Ideas about Curriculum Curriculum As Sequence Post-Modern Curriculum William Doll's Curriculum As Matrix Curriculum as Autobiography Relationships in a Complex System Who Are Our Students? Chapter Six Changing Ideas about Communities of Learning Caring Relationships Preparing Myself for Class Using Feedback Faculty and Community Searching for Excellence A New Story Metaphors for Teaching Seeing and More Caring about Students Relationality in ProcessAuthor Biography
Sherrie Reynolds is a professor and the director of the graduate studies at the College of Education of Texas Christian University. She has wide-ranging research interests including learning theory, complex systems, play, and urban education. She is author of Learning is a Verb.
Toni Craven is the I. Wylie and Elizabeth M. Briscoe Professor of Hebrew Bible at Brite Divinity School in Fort Worth, Texas. She has research interests in feminist literary-rhetorical criticism. Funded by a grant from the Wabash Center for Teaching and Learning in Theology and Religion, Craven and Reynolds directed sessions on Meaningful Teaching for Pre-tenured and Tenured Faculty at Brite Divinity School and Texas Christian University and then led a pre-tenure workshop which continued for two years.
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