The Ecological Heart of Teaching is a collection of writings by teachers about their life in classrooms. It draws on ecological thinking, Buddhism, and hermeneutics to provide deeper, richer, and more abundant sources for teaching, thinking, and practice.

The Ecological Heart of Teaching is a collection of writings by teachers about their life in classrooms. Reflecting over three years of collective work, it illustrates how teachers, parents, and students can avoid some of the distractions and panic endemic to many schools, allowing them to focus thoughtfully on rigorous, beautiful work. It draws on ecological thinking, Buddhism, and hermeneutics to provide deeper, richer, and more abundant sources for teaching, thinking, and practice, and shows how these three lineages provide keys to decode the current malaise that surrounds schooling. The book will be valuable to beginning and experienced teachers and administrators, as well as to parents and anyone involved in stepping away from the exhausting industrial images and ideas that have turned schooling into an ecological and intellectual disaster. For those interested in interpretive research and life-writing, the book provides a wide array of examples; it is a valuable resource for undergraduate classes in curriculum and teaching, as well as graduate research methods courses interested in new forms of thinking and writing.

Autorentext

Jackie Seidel is Associate Professor in the Werklund School of Education at the University of Calgary. She received her Ph.D. from the University of Alberta and is the co-author of Ecological Pedagogy, Buddhist Pedagogy, Hermeneutic Pedagogy: Experiments in a Curriculum for Miracles (Peter Lang, 2014). David W. Jardine has retired from his position as Full Professor of Education at the University of Calgary. He received his Ph.D. from the University of Toronto and is the author of Pedagogy Left in Peace (2012) and co-author of Ecological Pedagogy, Buddhist Pedagogy, Hermeneutic Pedagogy: Experiments in a Curriculum for Miracles (Peter Lang, 2014).

Klappentext

The Ecological Heart of Teaching is a collection of writings by teachers about their life in classrooms. Reflecting over three years of collective work, it illustrates how teachers, parents, and students can avoid some of the distractions and panic endemic to many schools, allowing them to focus thoughtfully on rigorous, beautiful work. It draws on ecological thinking, Buddhism, and hermeneutics to provide deeper, richer, and more abundant sources for teaching, thinking, and practice, and shows how these three lineages provide keys to decode the current malaise that surrounds schooling. The book will be valuable to beginning and experienced teachers and administrators, as well as to parents and anyone involved in stepping away from the exhausting industrial images and ideas that have turned schooling into an ecological and intellectual disaster. For those interested in interpretive research and life-writing, the book provides a wide array of examples; it is a valuable resource for undergraduate classes in curriculum and teaching, as well as graduate research methods courses interested in new forms of thinking and writing.

Inhalt

Foreword: Not Just as We Please, or by Choice: A Meditation on What
It Means to Make a Difference xv
David Geoffrey Smith
Chapter One: Introduction 1
Jackie Seidel and David W. Jardine
Chapter Two: We Went Once Around the Sun: Some Notes on the
Origins and Organization of This Book 5
Jackie Seidel and David W. Jardine
Chapter Three: From What Does Ethical Relationality Flow? An Indian
Act in Three Artifacts 10
Dwayne Donald
Chapter Four: Successful Assimilation 17
Lesley Tait
Chapter Five: A Pedagogy of Panic 19
Carli Molnar
Chapter Six: A Better Place 22
Sandra McNeil
Chapter Seven: All Beings Are Your Ancestors: A Bear Sutra on Ecology,
Buddhism and Pedagogy (1997) 28
David W. Jardine
Chapter Eight: Relearning Freedom: Advice to a New Teacher 31
Margeaux Montgomery
Chapter Nine: Matches 33
Deirdre Bailey
Chapter Ten: A Modern Hunting Tradition 37
Jodi Latremouille
Chapter Eleven: "You Need Accuracy": An Appreciation of a "Modern
Hunting Tradition" 43
David W. Jardine
Chapter Twelve: Advice to New Teachers 45
Scott Hassett
Chapter Thirteen: Beckoning 47
Jennifer Gray
Chapter Fourteen: Remembering Mr. Routhier 48
Lesley Tait
Chapter Fifteen: Teaching Everything 51
Karen Schweighardt
Chapter Sixteen: Blossom Everlasting: A Meditation 53
David Geoffrey Smith
Chapter Seventeen: Timed Beings 56
Khatleen Alnas
Chapter Eighteen: In My Timid Voice 57
L. A. James (a.k.a. Lisa Menzies)
Chapter Nineteen: My Brother 61
Scott Hassett
Chapter Twenty: Advice to a New Teacher 65
Ian Walsh
Chapter Twenty-One: Meditations on Contemplative Pedagogy as Sanctuary 66
Jackie Seidel
Chapter Twenty-Two: Thoughts and Aspirations for a New Teacher 72
Stephanie Bartlett
Chapter Twenty-Three: Dear New Teacher 75
Towani Duchscher
Chapter Twenty-Four: Henry 77
Miranda Hector
Chapter Twenty-Five: A Little Uprising 79
Paul Le Marquand
Chapter Twenty-Six: (Here Is) Where You Are Supposed to Be 82
Jessica Kelly
Chapter Twenty-Seven: River Otters and Such 84
Judson Innes
Chapter Twenty-Eight: My Teacher Supply List 87
Karen Schweighardt
Chapter Twenty-Nine: Hypoplastic Left Heart Syndrome 89
Carli Molnar
Chapter Thirty: Echolocations 100
Jackie Seidel, David W. Jardine, Deirdre Bailey, Holly Gray,
Miranda Hector, Judson Innes, Carole Jones, Tanya Kowalchuk,
Neelam Mal, Jennifer Meredith, Carli Molnar, Peter Rilstone,
Trish Savill, Kari Sirup, Lesley Tait, Lisa Taylor, and
Darren Vaast
Chapter Thirty-One: Chasing Calmness 119
Lori Bonanno
Chapter Thirty-Two: Tortuga 121
Deirdre Bailey
Chapter Thirty-Three: Conversation 122
Stephanie Bartlett
Chapter Thirty-Four: Dear New Teacher 124
Derek Lawson
Chapter Thirty-Five: Nani 126
Neelam Mal
Chapter Thirty-Six: On Witches and Kites 128
Hannah Blades
Chapter Thirty-Seven: It Is All Love 135
Lauren Sele
Chapter Thirty-Eight: The Typewriter 138
Kirsten Varner
Chapter Thirty-Nine: Curriculum Artifact: Guided Reading Table 142
Jackie Seidel
Chapter Forty: New Stories and Roles 147
Elisa Rapisarda
Chapter Forty-One: Too Young for an Identity Crisis 149
Kyria Pires
Chapter Forty-Two: From Darkness to Light: Observations
From Inside the Linoleum Cavern 151
Kate Schutz
Chapter Forty-Three: Hypocrite 153
Jodi Latremouille
Chapter Forty-Four: Two Young Fish 155
Deirdre Bailey
Chapter Forty-Five: Whisking Away the Table 157
Towani Duchscher
Chapter Forty-Six: Spontaneous Learning 158
Paul Le Marquand
Chapter Forty-Seven: "I Love the Terror in a Mother's Heart" 161
David W. Jardine
Chapter Forty-Eight: Dear Adam's Teacher 163
Lisa Taylor
Chapter Forty-Nine: Remembrances of the Land and Rocks in
My Pocket 166
Lesley Tait
Chapter Fifty: Fish Bones in the Trees 168
Erin Quinn
Chapter Fifty-One: Let's Take a Journey 170
Kirsten Varner
Chapter Fifty-Two: Old Dog, Same Trick 172
David W. Jardine
Chapter Fifty-Three: Thoughts on Being Neither Finished nor Unfinished 175
Megan Liddell
Chapter Fifty-Four: There Is Only This Farm 177
Scott Hassett
Chapter Fifty-Five: How to Love Black Snow 180
David W. Jardine
Chapter Fifty-Six: Bee & Nothingness 187
Michael W. Derby
Chapter Fifty-Seven: Turning In/wards 195
Jodi Latremouille
Chapter Fifty-Eight: Radiant Beings 198
Kari Sirup
Chapter Fifty-Nine: Additional Thoughts on the Terror in a Mother's
Heart: An Allegorical/Pedagogical Speculation on the Economies
of Knowledge 199
David W. Jardine
Chapter Sixty: Josh 202
Scott Hassett
Chapter Sixty-One: Curriculum Theorizing 205
Jackie Seidel
Chapter Sixty-Two: Interview With the Gym Hall …