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This book explores three interrelated roots of scholarly work that have a supportive and elaborative affinity to authentic and engaging classroom inquiry: ecological consciousness, Buddhist epistemologies, philosophies and practices, and interpretive inquiry or «hermeneutics». Although these three roots originate outside of and extend far beyond most educational literature, understanding them can be of immense practical importance to the conduct of rich, rigorous, practicable, sustainable, and adventurous classroom work for students and teachers alike.
The authors collectively bring to these reflections decades of classroom experience in grades K-12 and the experience of supervising hundreds of student teachers in such settings as well as working regularly with schools and classroom teachers in their day-to-day work. The authors demonstrate, through several classroom examples, how ecology, Buddhism, and hermeneutics provide ways to re-invigorate the often-moribund discourse of education and bring a sense of beauty and rigorous joy to classroom life for teachers and students alike.
About the author
Jackie Seidel is Assistant Professor in the in the Werklund School of Education at the University of Calgary. She received her PhD from the University of Alberta.
David W. Jardine is Full Professor of Education in the Werklund School of Education at the University of Calgary. He received his Ph.D. from the University of Toronto and is the author of the recently published book Pedagogy Left in Peace.
Summary
Explores three interrelated roots of scholarly work that have a supportive and elaborative affinity to authentic and engaging classroom inquiry: ecological consciousness, Buddhist epistemologies, philosophies and practices, and interpretive inquiry or hermeneutics".
Report
«I recommend this book for graduate students investigating Buddhist or hermeneutic methodologies or for researchers already engaged in these disciplines.»
(Holly Tsun Haggarty, JCACS Vol. 14, No. 2/2016)
«I believe the book to be quite valuable and a wonderful addition to current educational literature in the fields of curriculum, contemplative pedagogy, teacher education, classroom practice, hermeneutics, and ecopedagogy.»
(Susan A. Boddie, Alberta Journal of Educational Research, Vol. 62.3 2016)
