Contemplative Learning and Inquiry across Disciplines
Contemplative Learning and Inquiry across Disciplines
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跨学科的沉思学习和探究
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Olen Gunnlaugson
中科院分区：
文献类型：
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作者：
Olen Gunnlaugson
在关于高等教育的存在是为了让学生变得聪明还是为了教他们市场技能的持续对话中，验证性探究引起了很多关注。对大学教师的批评之一是，他们认为学生是“棍子上的大脑”，这是一个有趣的比喻，归功于前哈佛院长哈里刘易斯在约翰米勒的文章“沉思：灵魂的认识方式”。米勒的文章是研究者和实践者在这里汇集的22篇文章之一，作为“面对当前教学和学习挑战的资源”（7）。虽然有些贡献有一个更强的传教基调，编辑的目标是“提高认识”的教学研究如何可以通知，丰富和维持高等教育的学科和教学环境（4）。
In the ongoing conversation about whether higher education exists to make students wise or to teach them marketable skills, contemplative inquiry has attracted a lot of attention. Among the criticisms of college faculty is that they view students as “brains on a stick,” an amusing metaphor idea credited to former Harvard dean Harry Lewis in John Miller’s essay “Contemplation: the Soul’s Way of Knowing.” Miller’s is one of twenty-two essays by researchers and practitioners in contemplative learning assembled here as “a resource for confronting current teaching and learning challenges” (7). Though some contributions have a stronger proselytizing tone, the editors’ stated goal is to “raise awareness” of how contemplative studies can inform, enrich, and sustain the disciplines and instructional contexts of higher education (4).