Global ETD Search

1	Cracks and Opening, Murkiness and Unknowns: Dis/rupting Knowledge through Atelier/Atelierista Model of Timeless and Embodied Learning Kauffman, Natalie 29 November 2012 (has links) This thesis interweaves the Reggio Emilia preschool model of atelier (art studio) and atelierista (artist educator), autobiography, timeless and embodied learning. I am interested in exploring approaches in which visual arts education in elementary schools disrupts traditional ways of knowing and learning about art. When an atelierista is embraced in the school environment, a rupture emerges in the landscape of education; one that recognizes the interconnectivity of things, and values difference and unknown. For this reason, I align my research with a form of inquiry – a/r/tography, which acknowledges intertwining roles of artist/researcher/teacher as integral parts of the research process. As such, my own art making is used as a form of inquiry and language in the text of this thesis. Reggio Emilia Timeless learning A/r/tography Embodied learning 0273
2	Cracks and Opening, Murkiness and Unknowns: Dis/rupting Knowledge through Atelier/Atelierista Model of Timeless and Embodied Learning Kauffman, Natalie 29 November 2012 (has links) This thesis interweaves the Reggio Emilia preschool model of atelier (art studio) and atelierista (artist educator), autobiography, timeless and embodied learning. I am interested in exploring approaches in which visual arts education in elementary schools disrupts traditional ways of knowing and learning about art. When an atelierista is embraced in the school environment, a rupture emerges in the landscape of education; one that recognizes the interconnectivity of things, and values difference and unknown. For this reason, I align my research with a form of inquiry – a/r/tography, which acknowledges intertwining roles of artist/researcher/teacher as integral parts of the research process. As such, my own art making is used as a form of inquiry and language in the text of this thesis. Reggio Emilia Timeless learning A/r/tography Embodied learning 0273
3	Whole Teachers: A Holistic Education Perspective on Krishnamurti‘s Educational Philosophy Rathnam, Anbananthan 09 August 2013 (has links) The purpose of this qualitative research study, which utilizes a phenomenological inquiry method, is to inquire into the awareness of what it means to be a whole teacher from the perspective of the philosophy of Jiddu Krishnamurti, a philosopher/spiritual teacher. Four participants (teachers) were interviewed from the Oak Grove School, an alternative, holistic school founded by Krishnamurti in 1974. This inquiry probed into teachers’ thinking, teachers’ lives, teachers’ inner lives, teachers’ contemplative practices, teachers’ calling/vocation and teachers’ pedagogy. The findings of this inquiry reveal the awareness that exists among the participants with regards to their understanding of Krishnamurti’s educational philosophy and the way in which this philosophy has shaped their lives and the lives of their students (both implicit- ly and explicitly) The findings from this research further show that Krishnamurti’s philosophy has certainly had an impact on the participants’ wholeness. Krishnamurti was never interested in imposing his philosophy on the teachers to think in a narrow groove. Rather, he challenged them to arrive at wholeness or a holistic approach towards living by their own volition, by putting aside all philosophy, including his own. This research points towards the possible ways in which wholeness can be developed using: Innate wisdom (teachers’ inner life, teachers’ calling); wisdom gained through experiencing life (teachers’ life, teachers’ thinking); wisdom gained through their teaching experience (teachers’ pedagogy) and wisdom gained through practices that bring harmony to the mind, body and spirit (teachers’ contemplative approaches). An experiential model titled, The Flower Model: An Experiential Metaphor – which integrates the three stages of awareness – was developed using Krishnamurti’s approach towards wholeness. This model can be used to guide teachers with their respective psychological conditionings that reside or exist in their thinking, lives, inner lives, contemplative practices, vocation and pedagogy/curriculum design. Whole Teachers Holistic Education Jiddu Krishnamurti Krishnamurti's Educational Philosophy Qualitative Research Phenomenology Oak Grove School Awareness Mindfulness Teachers' Thinking Teachers' Lives Teachers' Inner Lives Teachers' Contemplative Approaches Teachers' Calling Teachers' Vocation Teachers' Pedagogy Krishnamurti's Educational Philosophy Wholeness Teacher Development Teacher Education Holistic Schools Alternative Schools Krishnamurti Schools Spirituality Parker Palmer Deepak Chopra Hidden Wholeness Shadow Effect The Conditioned Mind Nature of Thinking Nature of Attention and Concentration Choiceless Awareness The Observer is the Observed Krishnamurti's Educational Aim Religious Education Religious Mind Scientific Mind Meditation Epoche Phenomenological Reduction Imaginative Variation Colaizzi John P. Miller Anbananthan Rathnam Ramana Maharshi Krishnamurti Inquiry Freedom to Inquire Timeless Learning Good Teaching Self Self-Knowledge Teachers' Vulnerability Contemplation Pedagogy 0515 0727 0530
4	Whole Teachers: A Holistic Education Perspective on Krishnamurti‘s Educational Philosophy Rathnam, Anbananthan 09 August 2013 (has links) The purpose of this qualitative research study, which utilizes a phenomenological inquiry method, is to inquire into the awareness of what it means to be a whole teacher from the perspective of the philosophy of Jiddu Krishnamurti, a philosopher/spiritual teacher. Four participants (teachers) were interviewed from the Oak Grove School, an alternative, holistic school founded by Krishnamurti in 1974. This inquiry probed into teachers’ thinking, teachers’ lives, teachers’ inner lives, teachers’ contemplative practices, teachers’ calling/vocation and teachers’ pedagogy. The findings of this inquiry reveal the awareness that exists among the participants with regards to their understanding of Krishnamurti’s educational philosophy and the way in which this philosophy has shaped their lives and the lives of their students (both implicit- ly and explicitly) The findings from this research further show that Krishnamurti’s philosophy has certainly had an impact on the participants’ wholeness. Krishnamurti was never interested in imposing his philosophy on the teachers to think in a narrow groove. Rather, he challenged them to arrive at wholeness or a holistic approach towards living by their own volition, by putting aside all philosophy, including his own. This research points towards the possible ways in which wholeness can be developed using: Innate wisdom (teachers’ inner life, teachers’ calling); wisdom gained through experiencing life (teachers’ life, teachers’ thinking); wisdom gained through their teaching experience (teachers’ pedagogy) and wisdom gained through practices that bring harmony to the mind, body and spirit (teachers’ contemplative approaches). An experiential model titled, The Flower Model: An Experiential Metaphor – which integrates the three stages of awareness – was developed using Krishnamurti’s approach towards wholeness. This model can be used to guide teachers with their respective psychological conditionings that reside or exist in their thinking, lives, inner lives, contemplative practices, vocation and pedagogy/curriculum design. Whole Teachers Holistic Education Jiddu Krishnamurti Krishnamurti's Educational Philosophy Qualitative Research Phenomenology Oak Grove School Awareness Mindfulness Teachers' Thinking Teachers' Lives Teachers' Inner Lives Teachers' Contemplative Approaches Teachers' Calling Teachers' Vocation Teachers' Pedagogy Krishnamurti's Educational Philosophy Wholeness Teacher Development Teacher Education Holistic Schools Alternative Schools Krishnamurti Schools Spirituality Parker Palmer Deepak Chopra Hidden Wholeness Shadow Effect The Conditioned Mind Nature of Thinking Nature of Attention and Concentration Choiceless Awareness The Observer is the Observed Krishnamurti's Educational Aim Religious Education Religious Mind Scientific Mind Meditation Epoche Phenomenological Reduction Imaginative Variation Colaizzi John P. Miller Anbananthan Rathnam Ramana Maharshi Krishnamurti Inquiry Freedom to Inquire Timeless Learning Good Teaching Self Self-Knowledge Teachers' Vulnerability Contemplation Pedagogy 0515 0727 0530

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