Practice-oriented educational philosopher Elie Holzer invites readers to grow as teachers, students, or co-learners through "attuned learning," a new paradigm of mindfulness. Groundbreaking interpretations of classical rabbinic texts sharpen attention to our own mental, emotional, and physical workings as well as awareness of others within the complexities of learning interactions. Holzer integrates pedagogical pathways with ethical elements of transformative teaching and learning, the repair of educational disruptions, the role of the human visage, and the dynamics of argumentative and collaborative learning. Literary analyses reveal that deliberate self-cultivation not only leads to ethical and spiritual growth, but also offers a corrective for the pitfalls of the contemporary calculative modalities in educational thinking. The author speaks to the existential, humanizing art of learning and of teaching. This book can serve as a companion volume for A Philosophy of Havruta: Understanding and Teaching the Art of Text Study in Pairs, adding a new dimension of its model of joint learning.
Inhaltsverzeichnis
Attuned Acknowledgments Part One: Conceptual Frameworks Chapter One: The Concept of Attuned Learning Chapter Two: Reading Rabbinic Texts for Education Part Two: Co-Learners Attuned Learning Introduction:Collaborative Learning in Rabbinic Literature Chapter Three: Self-Refinement in Argumentative Learning Chapter Four: Study Partners Learning Part Three: Teachers and Students Attuned Learning Introduction: Teaching in Rabbinic Literature Chapter Five: Learning Transformations Chapter Six: Disruptions and Repairs Chapter Seven: The Visages of Learning Interactions Part Four: Attuned Learning and Educational Thought Chapter Eight: Attuned Learning in Contemporary Contexts Glossary of Technical and Foreign Terms and Language Usage Bibliography Index
