education

In my senior seminar last Monday, we thought together about midcourse feedback.  Students asked me to talk more about the ideas that link and unify the various course topics (social justice education, oral history and other forms of qualitative research, psychoanalytic theories of communication and learning, and what it means to listen, to help, to teach and learn when learning depends on conflict, struggle, and difficulty).

This web page is designed as a place to collect and generate ideas, experiences, and connections useful to developing a partnership between the Titagya program to build preschools and kindergartens in Northern Ghana and the Bryn Mawr/Haverford Education Program, at Bryn Mawr and Haverford Colleges, outside of Philadelphia Pennsylvania.  To begin, the partnership is focusing on exploring cross-cultural curriculum development, with a focus on the themes of conflict resolution and the role of creativity, interaction, and play in learning. 

Bryn Mawr/Haverford Education students are invited to post notes and reflections based on field work they are doing with young learners. These will be found in the discussion forum below.

Science as Open-Ended Transactional Inquiry
The Three Loops and their Implications for the Classroom

Workshop with the science faculty at Delaware Valley Friends School
Paul Grobstein
9 October 2009

Overview