Full Description
What is distinctive about the ways specific disciplines are traditionally taught, and what kinds of learning do they promote? Do they inspire the habits of the discipline itself, or do they inadvertently contradict or ignore those disciplines? By analyzing assumptions about often unexamined teaching practices, their history, and relevance in contemporary learning contexts, this book offers teachers a fresh way to both think about their impact on students and explore more effective ways to engage students in authentic habits and practices. This companion volume to Exploring Signature Pedagogies covers disciplines not addressed in the earlier volume and further expands the scope of inquiry by interrogating the teaching methods in interdisciplinary fields and a number of professions, critically returning to Lee S. Shulman's origins of the concept of signature pedagogies. This volume also differs from the first by including authors from across the United States, as well as Ireland and Australia.The first section examines the signature pedagogies in the humanities and fine arts fields of philosophy, foreign language instruction, communication, art and design, and arts entrepreneurship. The second section describes signature pedagogies in the social and natural sciences: political science, economics, and chemistry. Section three highlights the interdisciplinary fields of Ignatian pedagogy, women's studies, and disability studies; and the book concludes with four chapters on professional pedagogies - nursing, occupational therapy, social work, and teacher education - that illustrate how these pedagogies change as the social context changes, as their knowledge base expands, or as online delivery of instruction increases.
Contents
ACKNOWLEDGEMENTS FOREWORD—Anthony A. Ciccone 1. "Signature Pedagogies in the Liberal Arts and Beyond"—Aeron Haynie, Nancy L. Chick, & Regan A.R. Gurung SECTION ONE. HUMANITIES AND FINE ARTS 2. "The Socratic Method. Teaching and Writing About Philosophy's Signature Pedagogy"— Stephen Bloch-Shulman 3. "Traditions and Transformations. Signature Pedagogies in the Language Curriculum"—Jennifer Ham and Jeanne Schueller 4. "Countersignatures in Communication Pedagogy"—Dugald Williamson 5. "Signature Pedagogies in Art and Design"—Ellen Sims and Alison Shreeve 6. "The Enterprising Artist and the Arts Entrepreneur. Emergent Pedagogies for New Disciplinary Habits of Mind"—Christina Hong, Linda Essig, and Ruth Bridgstock SECTION TWO. SOCIAL AND NATURAL SCIENCES 7. "Signature Pedogogies in Political Science. Teaching Students How Political Actors Behave"—Jeffrey L. Bernstein 8. "Is There a Signature Pedagogy in Economics?"—Mark H. Maier, KimMarie McGoldrick, and Scott P. Simkins 9. "Signature Pedagogies in Chemistry"—Steven Gravelle and Matthew A. Fisher SECTION THREE. INTERDISCIPLINARY FIELDS AND PROGRAMS 10. "Reflection in Action. A Signature Ignatian Pedagogy for the 21st Century"—Rebecca S. Nowacek and Susan Mountin 11. "A Signature Feminist Pedagogy. Connection and Transformation in Women's Studies"—Holly Hassel and Nerissa Nelson 12. "Mapping an Emerging Signature Pedagogy for Disability Studies"—Sheila O'Driscoll SECTION FOUR. PROFESSIONS 13. "Competence and Care. Signature Pedagogies in Nursing Education"—Thomas Lawrence Long, Jennifer Telford, Karen Breitkreuz, Desiree Diaz, John McNulty, Arthur Engler, and Carol Polifroni 14. "Relational Learning and Active Engagement in Occupational Therapy Professional Education"—Patricia Schaber, Lauren Marsh, and Kimerly J. Wilcox 15. "Toward a Comprehensive Signature Pedagogy in Social Work Education"—La Vonne J. Cornell-Swanson 16. "Toward a Signature Pedagogy in Teacher Education"—Linda K. Crafton and Peggy Albers About the Authors INDEX
