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nameCultural_story_and_Education.pdf
An article by Michael Goheen titled "Celebrating the Vision of Christian Education:  Understanding Our Cultural Context".  In an insightful manner, Goheen digs into the story behind education, the narrative by which we craft our pedagogy.  He does so by rewriting creeds.  Starting with the Apostle's Creed, he follows form by outlining a modern educator's creed and a postmodernists creed, two pointed, pithy summaries of the narrative assumptions behind both of those positions.  In the process, he calls us to be mindful of our paradigms.Chris Hall
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nameBeauty for Truth's Sake.Liturgical Consum of Cosmology.pdf
James K. A. Smith, in his book How (Not) To Be Secular, points out Charles Taylor's five elements of the modern, secular, social imaginary (the narrative paradigm by which we view the world).  The very first element that he outlines is not social living, or even gigantic ideas such as time and the concept of cosmos.  Rather, it is simple disenchantment.   Stratford Caldecott, author of Beauty for Truth's Sake, is a major proponent of the re-enchantment of education.  As you read this selection, consider our liturgies, those practices by which we shape not just what we know but what we love.  Are our classrooms places in which we present facts and do labs, or are they liturgical spaces in which we apprentice our students in a holistic vision of science that is distinctly Christian?  Read this selection, and as a companion, listen to Ken Myers' interview with Dr. Caldecott on the Mars Hill Audio Journal, Vol. 116, track 1, "on why education should be designed with a deep and wide understanding of human nature and must sustain the unity of knowledge,..."Chris Hall
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nameCrisis of Western Ed. Inf of Sci and Tech.pdf
In light of Hannam, it also is worth considering Christopher Dawson's work in cultural history.  Here is a relevant chapter from The Crisis of Western Education called "The Influence of Science and Technology", in which Dawson exposes the struggles between universities, states, the church, and individuals from the Middle Ages through the Enlightenment.  In this narrative, we can trace a clear arc from the past to today's dominant pedagogical paradigms.Chris Hallhttp://www.bu.edu/hps-scied/files/2013/12/BU-HPS-1.2-M-Matthews.pdf
A report on Harvard professors and contemporaries who teach science using History and Philosphy of ScienceA PDF slideshow delivered at Boston University by Michael R. Matthews, who seeks to integrate the history and philosophy of science (HPS) into science teaching. An excellent introduction to a variety of other resources such as the International History and Philosophy of Science Teaching group.Ravi Jainhttp://faculty.education.illinois.edu/m-osbor/507SE06/matthews.pdf
Nature of Science and Science Teaching"The Nature of Science and Science Teaching" by Michael R. Matthews on the integration of HPS into science instruction.Ravi Jain
http://www.bu.edu/hps-scied/files/2012/10/Matthews-HPS-Changing-the-Focus-From-Nature-of-Science-to-Features - of -Science.pdfScience: Integrating HPS into your class"From Nature of Science to Features of Science" by Michael R. Matthews.Ravi Jain
   
   
   

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