Sublime

three different, yet overlapping, frames for redesigning it. They are homo sapiens, homo faber, and homo ludens—or humans who know, humans who make (things), and humans who play.

A central element of Palmer’s approach to planning a course is called “backward-integrated design.” First, you identify your goals. Second, you figure out how you’d assess whether students had hit those goals. Third, you design activities that would prepare students to excel at those assessments.

We had an embarrassment of riches and interviewed more participants (a total of 75) than is common in other phenomenological studies to date in the literature.

5. The Perfection Gap—“I Have to Find the Best Way Before I Start”

“the problem-posing educator constantly re-forms his reflections in the reflection of the students. The students—no longer docile learners—are now critical co-investigators in dialogue with the teacher. The teacher presents the material to the students for their consideration, and re-considers her earlier considerations as the students express thei

As we have seen, most who experience this pedagogy and then use it in their own work as a teacher, coach, or consultant take on an adaptive challenge of their own—learning to think and to teach in a new way. Inevitably, all adaptive work is a creative act. Every modification or further development of the approach has consequences pro and con and af

theory). Real changes occur when we reassess our more deeply rooted reasons, objectives and values. These are the “force fields” that affect the theory in use.