The Value of Academic Discourse
Rowman & Littlefield (Verlag)
978-1-4758-3845-9 (ISBN)
How important is academic discourse that promotes new understandings and allows us to question what we know? In the current age of instant-messaging and Twitter®, does academic conversation have a place? Frankly, we think that academic discourse is more important now than ever.
Our civil society functions best when students, instructors, neighbors, and communities come together to question the information before us, so that decisions and directions are viable, helpful, and ethical. Academic conversations help us sort through the important and not-so-important themes of our lives and how we are to live. Academic conversations show us other ways of viewing, and they grow our own repertoire of ideas. Academic conversations teach us wonder, tolerance, humility, and the important fact that the world is bigger than our backyard.
Understanding the art and pragmatism of academic conversations requires a building of trust, a willingness to share, and a mind for critical thinking. Guidance for holding conversations with meaning and doing philosophy with learners is modeled, as well as how implementing classroom and collegial discourse benefits our society.
Twyla T. Miranda serves as professor in the School of Education at Texas Wesleyan University. Her work in education has involved teaching children, young adults and adults, using the interplay of trust, dialogue, and critical thinking about topics that matter to learners. Jeffrey Herr serves as associate professor of Education in the department of Philosophy, Economics, and Teacher Education at Tarrant County College (South Campus). His research interests include Philosophy for Children and communities of inquiry, hip-hop education, and achieving student engagement through alternative forms of instruction.
Preface
Jeffrey Herr
Acknowledgements
Introduction
Twyla T. Miranda and Jeffrey Herr
Part I: Defining and Understanding Academic Discourse
Chapter 1: The Socratic Method
Jeremy Byrd and Miriam Byrd
Chapter 2: Dialogue as Experience
Nakia S. Pope
Chapter 3: Refining the Discourse of Collaboration: An Art Student’s Perspective
Travis Austin
Part II: Students and Teachers, Talking and Listening Together
Chapter 4: Dilemmas Matter: Promoting Reflective Engagement with Early Adolescents
Jeffrey Herr
Chapter 5: Charrette as Context and Process for Academic Discourse in Contemporary Higher Education: A Case Study
Hilary Hughes
Chapter 6: A Modified Oxford Tutorial: Doctoral Students Respond
Twyla T. Miranda
Chapter 7: Empower to be Empowered: Listening to the Student Voice
Kenneth R. Austin
Part III: Professional Discourse, Authentic Conversations
Chapter 8: Modeling Conversations that Matter: How Dialogue Between Faculty and Administration Can Impact Culture, Practice, and Student Success
Shane Naterman and Maryann Felps
Chapter 9: The Missing Voice of Teachers in the National Reform Movement
Penny Armstrong
Chapter 10: Inner Dialogue: Reflections of Three Effective Educators
Twyla T. Miranda
Index
About the Editors
About the Contributors
| Erscheinungsdatum | 10.05.2021 |
|---|---|
| Verlagsort | Lanham, MD |
| Sprache | englisch |
| Maße | 158 x 239 mm |
| Gewicht | 454 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung |
| ISBN-10 | 1-4758-3845-X / 147583845X |
| ISBN-13 | 978-1-4758-3845-9 / 9781475838459 |
| Zustand | Neuware |
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