Pub Date : 2006-10-01DOI: 10.1111/J.1467-9620.2006.00775.X
R. Bain
{"title":"Rounding Up Unusual Suspects: Facing the Authority Hidden in the History Classroom.","authors":"R. Bain","doi":"10.1111/J.1467-9620.2006.00775.X","DOIUrl":"https://doi.org/10.1111/J.1467-9620.2006.00775.X","url":null,"abstract":"","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"108 1","pages":"2080-2114"},"PeriodicalIF":1.0,"publicationDate":"2006-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/J.1467-9620.2006.00775.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63089334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-10-01DOI: 10.1111/J.1467-9620.2006.00769.X
W. Jeynes
{"title":"Standardized Tests and Froebel's Original Kindergarten Model.","authors":"W. Jeynes","doi":"10.1111/J.1467-9620.2006.00769.X","DOIUrl":"https://doi.org/10.1111/J.1467-9620.2006.00769.X","url":null,"abstract":"","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"108 1","pages":"1937-1959"},"PeriodicalIF":1.0,"publicationDate":"2006-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/J.1467-9620.2006.00769.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63089664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-10-01DOI: 10.1111/J.1467-9620.2006.00770.X
Mitra K. Shavarini
{"title":"Admitted to College, Restricted from Work: A Conflict for Young Iranian Women.","authors":"Mitra K. Shavarini","doi":"10.1111/J.1467-9620.2006.00770.X","DOIUrl":"https://doi.org/10.1111/J.1467-9620.2006.00770.X","url":null,"abstract":"","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"67 1","pages":"1960-1982"},"PeriodicalIF":1.0,"publicationDate":"2006-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/J.1467-9620.2006.00770.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63089674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-10-01DOI: 10.1111/J.1467-9620.2006.00771.X
R. Diangelo
This study uses a poststructural analysis to explicate the social production of Whiteness in a college classroom. Whiteness scholars define Whiteness as reference to a set of locations that are historically, socially, politically, and culturally produced, and intrinsically linked to relations of domination. Using this framework of social production, I analyze a graduate-level college classroom for evidence of Whiteness. More than 50% of the class members were Asian international students. I suggest that Whiteness was operating on multiple levels, which I categorize as: Whiteness as Domination; Resources and the Production of the Other; and the Discourse of Cultural Preference. I argue that Whiteness not only served to deny Asian international students and other students of color an equal opportunity to learn in that classroom, but most pointedly, Whiteness also served to elevate the White students by positioning the students of color as their audience.
{"title":"The Production of Whiteness in Education: Asian International Students in a College Classroom.","authors":"R. Diangelo","doi":"10.1111/J.1467-9620.2006.00771.X","DOIUrl":"https://doi.org/10.1111/J.1467-9620.2006.00771.X","url":null,"abstract":"This study uses a poststructural analysis to explicate the social production of Whiteness in a college classroom. Whiteness scholars define Whiteness as reference to a set of locations that are historically, socially, politically, and culturally produced, and intrinsically linked to relations of domination. Using this framework of social production, I analyze a graduate-level college classroom for evidence of Whiteness. More than 50% of the class members were Asian international students. I suggest that Whiteness was operating on multiple levels, which I categorize as: Whiteness as Domination; Resources and the Production of the Other; and the Discourse of Cultural Preference. I argue that Whiteness not only served to deny Asian international students and other students of color an equal opportunity to learn in that classroom, but most pointedly, Whiteness also served to elevate the White students by positioning the students of color as their audience.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"108 1","pages":"1983-2000"},"PeriodicalIF":1.0,"publicationDate":"2006-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/J.1467-9620.2006.00771.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63089721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-09-01DOI: 10.1111/J.1467-9620.2006.00760.X
R. Thurman
This article explores Asian traditions of meditation, with particular attention to Buddhism as it was developed in ancient India. It delineates a core curriculum, initially developed in monastic institutions of higher education, that has been most fully preserved in Tibet. It then explores how this curriculum might be adapted so that it can help support a genuinely humanistic education within American higher education. This exploration focuses not only on the inherent values of Buddhist meditation but also on practical strategies that can be used to introduce these values in the academic curriculum and in the broader campus life.
{"title":"Meditation and Education: India, Tibet, and Modern America.","authors":"R. Thurman","doi":"10.1111/J.1467-9620.2006.00760.X","DOIUrl":"https://doi.org/10.1111/J.1467-9620.2006.00760.X","url":null,"abstract":"This article explores Asian traditions of meditation, with particular attention to Buddhism as it was developed in ancient India. It delineates a core curriculum, initially developed in monastic institutions of higher education, that has been most fully preserved in Tibet. It then explores how this curriculum might be adapted so that it can help support a genuinely humanistic education within American higher education. This exploration focuses not only on the inherent values of Buddhist meditation but also on practical strategies that can be used to introduce these values in the academic curriculum and in the broader campus life.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"108 1","pages":"1765-1774"},"PeriodicalIF":1.0,"publicationDate":"2006-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/J.1467-9620.2006.00760.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63089297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-09-01DOI: 10.1111/J.1467-9620.2006.00765.X
Kathleen R. Kesson, Cecelia E. Traugh, Felix Perez
{"title":"Descriptive Inquiry as Contemplative Practice.","authors":"Kathleen R. Kesson, Cecelia E. Traugh, Felix Perez","doi":"10.1111/J.1467-9620.2006.00765.X","DOIUrl":"https://doi.org/10.1111/J.1467-9620.2006.00765.X","url":null,"abstract":"","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"12 1","pages":"1862-1880"},"PeriodicalIF":1.0,"publicationDate":"2006-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/J.1467-9620.2006.00765.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63089418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-09-01DOI: 10.1111/J.1467-9620.2006.00767.X
Jackie Seidel
In this article I attempt, through stories and reflections, to give voice to some contemporary experiences, including fears and difficulties, of being a teacher in the early 21 century. I explore the idea that contemplative practices might open paths for negotiating and rediscovering depth, grace, and courage in our work as teachers, in a time when such ways of living are not broadly or politically encouraged. This article thus focuses on ways in which contemplative practices become pedagogical, holding us in the present, in close proximity to the lives of the children we teach, to the places we actually live, and to the current conditions of the world both near and far—these practices, as opposed to distracting and distancing curricula and practices that seem to exist in no place or time, separate from the world, without relations, and with lofty and ungrounded goals located in the future, such as ‘‘preparing children to compete in the global economy.’’ I reflect about ways that the practice of contemplative teaching turns our work into a form of love, memory, and intimacy, reminding us of our deep life relations through time and place, and possibly having incalculable implications for our curriculum interpretation and classroom practices.
{"title":"Some Thoughts on Teaching as Contemplative Practice.","authors":"Jackie Seidel","doi":"10.1111/J.1467-9620.2006.00767.X","DOIUrl":"https://doi.org/10.1111/J.1467-9620.2006.00767.X","url":null,"abstract":"In this article I attempt, through stories and reflections, to give voice to some contemporary experiences, including fears and difficulties, of being a teacher in the early 21 century. I explore the idea that contemplative practices might open paths for negotiating and rediscovering depth, grace, and courage in our work as teachers, in a time when such ways of living are not broadly or politically encouraged. This article thus focuses on ways in which contemplative practices become pedagogical, holding us in the present, in close proximity to the lives of the children we teach, to the places we actually live, and to the current conditions of the world both near and far—these practices, as opposed to distracting and distancing curricula and practices that seem to exist in no place or time, separate from the world, without relations, and with lofty and ungrounded goals located in the future, such as ‘‘preparing children to compete in the global economy.’’ I reflect about ways that the practice of contemplative teaching turns our work into a form of love, memory, and intimacy, reminding us of our deep life relations through time and place, and possibly having incalculable implications for our curriculum interpretation and classroom practices.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"108 1","pages":"1901-1914"},"PeriodicalIF":1.0,"publicationDate":"2006-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/J.1467-9620.2006.00767.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63089590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-09-01DOI: 10.1111/J.1467-9620.2006.00759.X
B. Stock
Meditation nowadays plays a part in mind/body medicine and in some branches of educational psychology. In ancient and medieval times, these functions formed a part of the humanities curriculum as it was taught in philosophical schools, monastic communities, and universities. This article claims that it is by returning to a holistic view of the functions of the humanities by means of meditative disciplines that the value and usefulness of the humanities can be most successfully integrated into Western life and institutions. In bringing about this perspective, teachers in the humanities have a great deal to learn from research in the cognitive neurosciences.
{"title":"The Contemplative Life and the Teaching of the Humanities.","authors":"B. Stock","doi":"10.1111/J.1467-9620.2006.00759.X","DOIUrl":"https://doi.org/10.1111/J.1467-9620.2006.00759.X","url":null,"abstract":"Meditation nowadays plays a part in mind/body medicine and in some branches of educational psychology. In ancient and medieval times, these functions formed a part of the humanities curriculum as it was taught in philosophical schools, monastic communities, and universities. This article claims that it is by returning to a holistic view of the functions of the humanities by means of meditative disciplines that the value and usefulness of the humanities can be most successfully integrated into Western life and institutions. In bringing about this perspective, teachers in the humanities have a great deal to learn from research in the cognitive neurosciences.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"108 1","pages":"1760-1764"},"PeriodicalIF":1.0,"publicationDate":"2006-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/J.1467-9620.2006.00759.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63089755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-09-01DOI: 10.1111/J.1467-9620.2006.00763.X
Ed Sarath
This article explores the role of contemplative practices within an emerging interdisciplinary area that I refer to as ‘‘creativity and consciousness studies.’’ Within this new area, consciousness is studied from an ‘‘integral’’ perspective that brings together insights from a range of wisdom traditions and modern science. Meditation is presented as an essential first-person modality for investigating consciousness, and formal and nonformal approaches to meditation are delineated to establish important guidelines for the introduction of meditation into an academic setting. The role of ‘‘first-person’’ experience helps to develop new notions of rigor and interdisciplinary learning that can lead to an expanded educational experience, which can help to develop qualities such as mental clarity, inner calm, insight, compassion, and creativity. The article closes with reflections on the importance of expanding our approach to education in light of the demanding challenges and creative opportunities in today’s world.
{"title":"Meditation, Creativity, and Consciousness: Charting Future Terrain within Higher Education.","authors":"Ed Sarath","doi":"10.1111/J.1467-9620.2006.00763.X","DOIUrl":"https://doi.org/10.1111/J.1467-9620.2006.00763.X","url":null,"abstract":"This article explores the role of contemplative practices within an emerging interdisciplinary area that I refer to as ‘‘creativity and consciousness studies.’’ Within this new area, consciousness is studied from an ‘‘integral’’ perspective that brings together insights from a range of wisdom traditions and modern science. Meditation is presented as an essential first-person modality for investigating consciousness, and formal and nonformal approaches to meditation are delineated to establish important guidelines for the introduction of meditation into an academic setting. The role of ‘‘first-person’’ experience helps to develop new notions of rigor and interdisciplinary learning that can lead to an expanded educational experience, which can help to develop qualities such as mental clarity, inner calm, insight, compassion, and creativity. The article closes with reflections on the importance of expanding our approach to education in light of the demanding challenges and creative opportunities in today’s world.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"41 1","pages":"1816-1841"},"PeriodicalIF":1.0,"publicationDate":"2006-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/J.1467-9620.2006.00763.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63089321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-09-01DOI: 10.1111/J.1467-9620.2006.00764.X
D. Holland
Mindfulness meditation is increasingly recognized as a health promotion practice across many different kinds of settings. Concomitantly, contemplative education is being integrated into colleges and universities in order to enhance learning through reflection and personal insight. The confluence of these trends provides an opportunity to develop experiential curriculum that promotes both health and learning through the teaching of contemplative practices in higher education settings. Such curriculum, if indeed it is believed to be a valuable development in higher education, must not be reserved only for elite and highly competitive schools serving traditional college students, but must be integrated into campuses of all kinds and made accessible to any student. This emphasis on accessibility will need to consider the growing interest in contemplative learning across economic, religious, and ethnic groups, geographic contexts, and individual differences, including disability. The growth of contemplative curriculum in higher education will also need to be accompanied by meaningful and valid curriculum assessment methods in order to abide by the standards of contemporary university settings as it gently transforms many such settings. This article describes the development of an experiential course in mindfulness that was taught on two very different college campuses. The author’s personal experiences and preparation for the course, the course content, the impact of the course on students, and reflections on contemplative practice as a movement in education are offered as an example of the potential for contemplative education in some unexpected places.
{"title":"Contemplative Education in Unexpected Places: Teaching Mindfulness in Arkansas and Austria.","authors":"D. Holland","doi":"10.1111/J.1467-9620.2006.00764.X","DOIUrl":"https://doi.org/10.1111/J.1467-9620.2006.00764.X","url":null,"abstract":"Mindfulness meditation is increasingly recognized as a health promotion practice across many different kinds of settings. Concomitantly, contemplative education is being integrated into colleges and universities in order to enhance learning through reflection and personal insight. The confluence of these trends provides an opportunity to develop experiential curriculum that promotes both health and learning through the teaching of contemplative practices in higher education settings. Such curriculum, if indeed it is believed to be a valuable development in higher education, must not be reserved only for elite and highly competitive schools serving traditional college students, but must be integrated into campuses of all kinds and made accessible to any student. This emphasis on accessibility will need to consider the growing interest in contemplative learning across economic, religious, and ethnic groups, geographic contexts, and individual differences, including disability. The growth of contemplative curriculum in higher education will also need to be accompanied by meaningful and valid curriculum assessment methods in order to abide by the standards of contemporary university settings as it gently transforms many such settings. This article describes the development of an experiential course in mindfulness that was taught on two very different college campuses. The author’s personal experiences and preparation for the course, the course content, the impact of the course on students, and reflections on contemplative practice as a movement in education are offered as an example of the potential for contemplative education in some unexpected places.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"108 1","pages":"1842-1861"},"PeriodicalIF":1.0,"publicationDate":"2006-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/J.1467-9620.2006.00764.X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63089407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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