Other contributions to the book referred to in the previous post. Most, described here, discuss holistic education and the importance of emotional engagement (care).
Colleen McLaughlin: 'Reforming the Connections: the personal, social and cognitive in learning and young people's lives'.
We need to repair and reconnect the links between personal, social and cognitive learning - that is develop holistic strategies. Teachers' own learning about their practice has to be central in this. "It will involve us in taking seriously our relationships and the messages we send to students about themselves and the learning process" (p.39).
Kristjan Kristjansson: 'Self-esteem, self-confidence and individualized education'.
Self-esteem has been wrongly over-emphasised. Feeling good about ourselves can be counter productive and self deceptive. Self-confidence is more important and should be the teacher's goal.
John P. Miller: 'The Thinking Heart: educating for wisdom and compassion'.
Advocates holistic education with inspiration from Buddhism.
Trevor Kerry: 'The art and science of effective teaching'.
Forget skills and competence. Teaching is about being an effective communicator of an accurate message which has roots in art and science.
George Jacobs: 'Making thinking audible and visible via cooperative learning.'
The importance of building cooperation into class strategies.
Alan J Bishop and Wee Tiong Seah: 'Educating values: possibilities and challenges through mathematics teaching'.
Maths teaching should be rooted in values, and various projects are discussed to develop aspects of this.
Michalinos Zembylas: 'Practising an ethic of caring in teacing: challenges and possibilities'.
Teaching should involve caring. This is an emotional labour. The argument is rooted in the work of L. Goldstein, Reclaiming Caring in Teaching and Teacher Education (2002).
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