The Contemplative Mind in the Scholarship of Teaching and Learning - by Patricia Owen-Smith (Paperback)
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<p/><br></br><p><b> About the Book </b></p></br></br>Owen-Smith considers how contemplative practices may find a place in higher education. By creating a bridge between contemplative practices and the Scholarship of Teaching and Learning (SoTL), she brings awareness of contemplative pedagogy to a larger audience of college instructors. Illustrations. 6 x 9.<p/><br></br><p><b> Book Synopsis </b></p></br></br><p>In <i>The Contemplative Mind in the Scholarship of Teaching and Learning</i>, Patricia Owen-Smith considers how contemplative practices may find a place in higher education. By creating a bridge between contemplative practices and the Scholarship of Teaching and Learning (SoTL), Owen-Smith brings awareness of contemplative pedagogy to a larger audience of college instructors, while also offering classroom models and outlining the ongoing challenges of both defining these practices and assessing their impact in education. Ultimately, Owen-Smith asserts that such practices have the potential to deepen a student's development and understanding of the self as a learner, knower, and citizen of the world.</p><p/><br></br><p><b> Review Quotes </b></p></br></br><br><p>-At a time when accelerated learning drives so much what occurs in the classroom, ... the author proposes to slow things down and to have students and teachers alike see the power and meaning in silent and slow reflection.- --Howard Tinberg, author of Writing With Consequence: What Writing Does in the Disciplines</p><br><br><p>-The book is beautifully and graciously written--a style that helps convey the book's invitation to readers: pay attention to each other's strengths and build on them in order to help fulfill the full range of educational outcomes long given voice in college and university mission statements and strategic plans.- --Mary Taylor Huber, co-author of The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact</p><br><br><p>"At a time when accelerated learning drives so much what occurs in the classroom, ... the author proposes to slow things down and to have students and teachers alike see the power and meaning in silent and slow reflection." --Howard Tinberg, author of Writing With Consequence: What Writing Does in the Disciplines</p><br><br><p>"The book is beautifully and graciously written--a style that helps convey the book's invitation to readers: pay attention to each other's strengths and build on them in order to help fulfill the full range of educational outcomes long given voice in college and university mission statements and strategic plans." --Mary Taylor Huber, co-author of The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact</p><br><p/><br></br><p><b> About the Author </b></p></br></br><p>Patricia Owen-Smith is Professor of Psychology and Women's Studies at Oxford College of Emory University. She is the founder and director of Oxford College's Women's Studies and Service-Learning programs.</p>
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