Educational Empowerment

Rae Hamilton's picture

The pursuit of education through access

I struggled greatly with this paper. The prompt was too board for me and I feel like my paper didn't have substance. I tried to focus on how access and education were connected--stemming off from the idea that experience and thought were connected. I tried to explain that education is useless without access and that it is society's job to ensure that everyone is getting an equal access to education. I am not entirely a sure that I got that sentiment across. Its hard to talk about education and access when the definition is so relative. I cant truly express about education, because I have a personal definition of it that applies, I feel, only to me. I wonder if anyone else is struggling with this and it also makes me wonder about how much emphasis there are on definitions.

alesnick's picture

Agency Journal Compilation and Reflection

Hallie Garrison

Empowering Learners

 

This student reflects on the entires she wrote in her agency journal for the Empowering Learners course.

alesnick's picture

Cross-Cultural Connections in the ESL Classroom: Forging Respect and Shattering Societal Barriers

Riley Diffenderfer

Empowering Learners

 

 The author responds to an earlier paper in this handbook, focused on transcending cross-cultural barriers in mentorship and teaching.

alesnick's picture

Exploring the Idea of Unlearning: A quatrilogue, with invitation to participate

The threaded discussion below took place in October, 2010 (over email) at the initiative of one colleague seeking ideas from others. The focus began with the idea of challenging students' mental models and grew into a consideration of the question whether there is such a thing as unlearning (from the point of view of the brain, of human experience, and growth) and how the idea of unlearning signifies in various fields and endeavors.  In hopes of continuing and broadening participation in the conversation, we have moved it to Serendip and invite all interested to join.

From Alison, October 30:

Kwarlizzle's picture

Legitimacy: the role and power of language in education

No man is an Island, entire of itself; every man is a piece of the continent, a part of the main
 – John Donne
All animals are equal, but some animals are more equal than others
 – George Orwell, Animal Farm.
       In this class and some of my other classes across many disciplines, we have had several discussions whose aims were to impress upon us the truth of John Donne’s assertion that “no man is an island,” that we do not exist in a vacuum.  Especially in this class, we are discovering that even within ourselves, we are not an Island, so to speak. Inside the brain, where the seat of our persons and our cognitive functions reside, we find that the way we perceive the world is an ongoing interaction between compartments of the brain that we have termed the “storyteller” and the “cognitive unconscious” (Grobstein). In addition, we are discovering that more than one ‘person’ exists within ourselves – we are a conglomerate of multiple personalities, each with their own distinct character.

alesnick's picture

Technology as a Medium for Learning

Lauren Maksym 

This student advocates for the usefulness of technology in the process of educating.

 

alesnick's picture

Empowering Lessons

Lindsey Giblin

Impressions from a student about the Empowering Learners course offered in the Bi-Co Education Program.

alesnick's picture

Social Stigmas and Fears in Art Education

Justine Garcia

A dissertation on education in art, encouraging students to self-expression, and effective critique.

alesnick's picture

Finding Value in Uncertainty: What Happens When the Tutor Doesn't Know

Lauren Dickey

 The author discusses about her experience in one of the Teaching and Learning Partnerships at Bryn Mawr. A great example to show that a mentor can learn and teach even when he doesn't know the correct answer.

 

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