ISBN:
9789400706651
Language:
English
Pages:
Online-Ressource
,
v.: digital
Edition:
Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
Series Statement:
Explorations of Educational Purpose 20
DDC:
370.115097295
Keywords:
Education
;
Education, Higher
;
Education Psychology
;
Consciousness
;
Pädagogik
;
Affektive Entwicklung
Abstract:
This personal, creative, critical work from a leading scholar of psychology is rooted in three novel concepts and aims to share critical pedagogy in the spirit of nascent potential found in the context of a colonial Puerto Rico. First comes the idea of 'pedagogy in (e)motion', or the emotional matrix of the teaching and learning process. Secondly, the author explores the notion of 'street pedagogy' as a genuine and powerful professional tool. And thirdly, the book underscores what Zambrana-Ortiz calls 'the interconnection of the artscience within the political and biographical act of teaching'. The purpose is to inform education teaching practice with the radical framework that, like the neurosciences, believes emotions to be a vital precursor to the planning of action, the process of decision-making and the broadening of our cognitive parameters. The chapters focus on different and yet complementary dimensions of a college teaching initiative boasting a unique interplay between a transgressive narrative, reinvented methodology and authentic samples of students' contributions to the project. Traditionally, emotional and visceral experiences have been downplayed and rejected as fundamental components of knowledge. This book makes the case for their reinstatement, and proposes that the pleasure and commitment of teaching itself can be seen as resistance given the challenging social and political context, the bureaucracy of the Puerto Rican higher education system, and the cynicism of the self-confessed cognoscenti who think that little political progress can come from within the university system. Such resistance has proved for the author a source of inspiration and has contributed to her creation and reconceptualization of approaches to critical and useful pedagogy.
Description / Table of Contents:
Contents; 1 Pedagogy in (E)Motion: Bridges Across Cognition, Cultural Mediation, and Sociopolitical Action; Authentic Learning Is a Crossover of Emotions; Why to Engage in Pedagogy with Emotions in Mind and Body; Cognition Without Emotions Is a Limited Construct; The Construct When Deconstructed: More Space for Interpretation and Political Action; Cognition and (E)Motion: Always Together?; The Importance of Revisiting Ourselves; Pedagogy in (E)Motion: Making Bridges Across Cognition, Culture Mediation, and Sociopolitical Action; Emotions Are Bridges for Meaning and Deep Learning
Description / Table of Contents:
Deep Learning: Time and (E)Motion in Learning ContextsMaking a Meaningful Relationship with Students Takes Emotions; A Political Warning Nothing Escapes Interpretation; Bridge to Political Refle-action; Thinking in (E)Motion Needs Courage and Action; (E)Motion and Education: Experience and Mind Threading; Reflection and Be (E)Motioned to Unfold Reality; Emotion Nurtures the Intellect: Cultural Mediation for the Mundillo Craft; If There Is a Broken Bridge, We Can Reinvent a Healing One; Notes; References
Description / Table of Contents:
2 Street Pedagogy and the Power of Street Stories: Complicity and Convergence Among Freire and Vygotsky's IdeasThe Origin of an Idea: From Hope to Potentiality; Freire the Educator and Vygotsky the Psychologist; Two Wonderful Life Histories: Similar in the Difference; Vygotsky: His Drama as Human Was His Cause as Scientist; Paulo Freire: The Power of Risk and Hope; Some of Their Legacies: Zones of Possibilities and Defeats; Goals to (E)Motionally Direct the Process of Knowing and Liberation; Culture, Learning, and History
Description / Table of Contents:
Permanent Process in Their Dynamic Conceptions of Being Human: Cultural Action and (E)Motional MediationStreet Pedagogy: Connections in a Happily Surprising Place; ""Be Honest: Educate""; Death Penalty: What for?; Being a Mother vs Been a Wife; Solidarity Takes Two: The Dialectical Relation of Love; Street Pedagogy Reveals Who Is Educated: More Stories; Small Wonders from Normal People and the Power of Experience: The Struggle for Vieques from the Soul of My Family; Learning from the Street: The Teacher's Strike and Its Pedagogy
Description / Table of Contents:
Ethical and Political Dilemmas in Education: We Need More Street PedagogyLessons to Learn: Today's Class Will Be at the Street; Conclusions: Praxis of Knowledge Reinvention Is to Reinvent the Future; Notes; References; 3 Pedagogy as Critical Artscience: A Proposal, a Breakthrough; Artscience and Pedagogy; Teaching and Technique; Vygotsky, Emotions, and the Critical Artscience; Paradigmatic Explosions: Precedent of the Creative Process; Artscience Is Not Neutral; Two Cultures or Two Cultural Languages; An Art, A Science: Teaching Is Both---in a Critical and Sensible Way
Description / Table of Contents:
Flexible and Elastic Thinking, Not Rigid Thinking
Note:
Includes bibliographical references and index
,
Electronic reproduction; Available via World Wide Web
DOI:
10.1007/978-94-007-0665-1
URL:
Volltext
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