Teaching Through Discussion as the Exercise of Disciplinary Power

The French philosopher Michel Foucault spent much of his lifetime analyzing the way in which power flows through all human interactions, including those of discussion groups within higher education. His analysis of disciplinary power and surveillance is directly applicable to the practice of discussion-based teaching

Program Planning Principles, Goals, and Evaluation Criteria in the Radical Adult Education Tradition

The purpose of this paper is to present what we consider to be essential principles, goals, and evaluation criteria, for program planning in the radical adult education tradition. The paper is based on historical and philosophical inquiry into the pedagogical practices of numerous social movements and social movement organizations

Race and Racism: A Critical Dialogue

This is a dialogue between Elizabeth Peterson, a black, female adult educator and Stephen Brookfield, a white male. The question was whether or not we could come together and engage in a critical dialogue about race and racism

Racializing The Discourse of Adult Education

This symposium began in 2002 as a dialogue between Stephen Brookfield, Scipio Colin III and me. The circumstances that brought about the dialogue are indicative of the need for a symposium on race talk among educators and even more specifically among adult educators. At the time, Stephen was at Harvard and because of his work there he was asked to contribute an article to the Harvard Educational Review about racializing the discourse of adult education. As a White male Stephen felt strongly that minority voices should included and proposed inviting several African American academics as well—the topic was important enough to warrant a special issue

A Critical Approach to Developing Culturally Relevant Leadership Curricula for Muslim Students

The secular and materialistic values imported to Muslim countries through globalisation and the uncritical application of Western models and theories are changing societies from being Muslim towards a materialistic and secular one where economic value is the most critical factor that drives people’s behaviour and decisions. The real challenge for Muslim countries, then, is to develop and implement higher education curricula that reflect Islamic and cultural values while incorporating global knowledge developed by Western and other scholars. This chapter aims to achieve this balance by proposing a theoretical model that can be used for developing culturally relevant and critically reflective leadership curricula. The model is derived from Habermas’ account of critical theory and offers a critical and holistic approach to leadership teaching. It adopts an intercultural and interdisciplinary approach to learning and aims to start a dialogue between Western and indigenous sources of knowledge. The model also proposes the content and teaching practices recommended by leadership scholars and leadership development literature internationally to provide students with a balanced and pluralistic learning experience that addresses both the spiritual and the intellectual aspects of knowledge

Does discussion lead to opinion change within Political Science students? A pedagogical exercise of deliberative democracy

While the model of deliberative democracy gives a crucial role to dialog, empirical evidence has not yet established if discussion helps to reach a better understanding of political issues and, above all, if individuals are prepared to change their views. It is still unclear when the deliberative model, and more specifically discussion, could be usefully employed as a teaching tool, to improve students’ knowledge. This article presents an exercise performed within the Department of Political and Social Sciences at the LUISS University of Rome. Students were asked to discuss in the classroom the issues related to the course, and to cast a vote on selected issues before and after deliberation. Although our sample is not representative, we have gathered evidence from the same population on a rather large number of issues. Students changed their view in 24.6% of cases, and they agreed that discussion increased their understanding, while those with strong ex-ante views resulted more reluctant to change their opinions because of discussion. The analysis also showed the presence of individuals that are more likely to be permeable to discussion while others that are more likely to be impermeable

DNA-Sequence Variation Among Schistosoma mekongi Populations and Related Taxa; Phylogeography and the Current Distribution of Asian Schistosomiasis

Schistosomiasis is a disease caused by parasitic worms of the genus Schistosoma. In the lower Mekong river, schistosomiasis in humans is called Mekong schistosomiasis and is caused by Schistosoma mekongi. In the past, Mekong schistosomiasis was known only from the lower Mekong river. Here DNA-sequence variation is used to study the relationships and history of populations of S. mekongi. Populations from other rivers are compared and shown to be S. mekongi, thus confirming that this species is not restricted to only a small section of one river. The dates of divergence among populations are also estimated. Prior to this study it was assumed that S. mekongi originated in Yunnan, China, migrated southwards across Laos and into Cambodia, later becoming extinct in Laos (due to conditions unsuitable for transmission). In contrast, the dates estimated here indicate that S. mekongi entered Cambodia from Vietnam, 2.5–1 Ma. The pattern of genetic variation fits better with a more recent, and ongoing, northwards migration from Cambodia into Laos. The implications are that Mekong schistosomiasis is more widespread than once thought and that the human population at risk is up to 10 times greater than originally estimated. There is also an increased possibility of the spread of Mekong schistosomiasis across Laos

The Power Of Critical Theory for Adult Learning and Teaching

xxv,416 hlm.;15x22.5 c

Powerful Techniques for Teaching Adults

xxi, 271 p.; ill.; 23 cm

The Power of Critical Theory for Adult Learning and Teaching

xviii,416 hlm.;23,5 c