Resources
Argumentation in Higher Education offers professors, lecturers and researchers informative guidance for teaching effective argumentation skills to their undergraduate and graduate students. This professional guide aims to make the complex topic of argumentation open and transparent. Grounded in empirical research and theory, but with student voices heard strongly throughout, this book fills the gap of argumentation instruction for the undergraduate and graduate level. Written to enlighten even the most experienced professor, this text contributes to a better understanding of the demands of speaking, writing, and visual argumentation in higher education, and will undoubtedly inform and enhance course design. The book argues for a more explicit treatment of argument (the product) and argumentation (the process) in higher education, so that the ground rules of the academic discipline in question are made clear. Each chapter concludes with practical exercises for staff development use. Topics discussed include: The importance of argument The current state of argumentation in higher education Generic skills in argumentation The balance between generic and discipline specific skills Information communication technologies and visual argumentation How can we best teach argumentation so that students feel fully empowered in their academic composition? Professors (new and experienced), lecturers, researchers, professional developers and writing coaches worldwide grappling with this question will find this accessible text to be an extremely valuable resource. Richard Andrews is Professor in English at the Institute of Education, University of London. (From the Publisher)
Journal Issue.
The use of reflection as a tool to support and develop practice is becoming increasingly recognised across education, healthcare and the social sciences. Reflection is assumed to create depth of knowledge and meaning, both for self and those practised upon. Running alongside the use of reflection is the prevalent use of action research which some see as a way of approaching the study of human beings from a philosophical perspective, in which sharing takes place within mutually supportive environments. As a result, many academics and practitioners suggest that one cannot improve the methodology of action research without considering philosophical reflection. In Action Research and Reflective Practice, the author argues that reflective practice and action research can become mechanistic in their use unless fresh creative approaches are employed. Exploring the tension between the use of evidence-based practice, based upon solid ‘objective’ research, and reflection, with its ‘subjectivity’ and personal perception, this book argues that reflection is research. The author increases the use and effectiveness of both action research and reflection through the application of new creative and visual approaches. Action Research and Reflective Practice demonstrates that creative approaches can be utilised effectively in critically reflexive ways, creating a new style of action research that is both innovative and theoretically robust. The resultant approach will improve evidence-based research in education, healthcare and other social sciences to enhance perception and understanding of events, identity and self. This book will be highly beneficial to undergraduate and postgraduate students, as well as educational and social researchers, across a broad range of subjects within the social sciences. (From the Publisher)
Hugh Heclo's recent book On Thinking Institutionally (Paradigm Publishers, 2008) analyzes changes that have taken place in the past half century in how North Americans tend to think and act in institutions. The volume is receiving particular attention as it can be applied to higher education and to religious denominations, and so deserves consideration by those who teach in theology and religious studies. At an October 2009 conference, The Wabash Center hosted a lively discussion of Heclo's volume among invited religion and theology scholars, which resulted in the present compilation of four short responses to the book. What was and is clear from these responses is that while Heclo has identified a crucial issue, his analysis and prescription leave important theoretical and practical questions untouched. Indeed part of the energy around the discussion of the book flowed from the ways in which his lack of attention to social class, gender, race, and age circumscribed his ability to robustly describe and diagnose the challenge that gave rise to his book. In order to orient readers to the volume and discussion of it, the "Conversation" begins with a descriptive review of the book.
A 1000 word essay in response to a Call for Papers: “What do you have your students do during a class session when you cannot be present?"
A 1000 word essay in response to a Call for Papers: “What do you have your students do during a class session when you cannot be present?"
Beyond the Classroom (“Taking it to the Streets”): Practicing the Art of Philosophical Conversation”
A 1000 word essay in response to a Call for Papers: “What do you have your students do during a class session when you cannot be present?"
Teaching Tactic: overview and resources for creating concept maps to organize ideas.
Teaching Tactic: allowing students to establish parts of the curriculum of a course.
TTR Teaching Tactic: analysis of effective use of case studies for teaching ethics.