Understanding the art of academic conversations requires a building of trust, 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.
Understanding the art of academic conversations requires a building of trust, 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.
Inhaltsangabe
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
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
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