Deep Reflection on My Pedagogical Transformations
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| Title: | Deep Reflection on My Pedagogical Transformations |
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| Language: | English |
| Authors: | Suzawa, Gilbert S. |
| Source: | Higher Education Studies. 2014 4(4):53-61. |
| Availability: | Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teaching Methods, Educational Change, Economics Education, Introductory Courses, Epistemology, Instructional Design, Ambiguity (Semantics), Metacognition, College Faculty, Teacher Attitudes, Creative Thinking, Educational Philosophy, Higher Education |
| ISSN: | 1925-4741 |
| Abstract: | This retrospective essay contains my reflection on the deep concept of ambiguity (uncertainty) and a concomitant epistemological theory that all of our human knowledge is ultimately self-referential in nature. This new epistemological perspective is subsequently utilized as a platform for gaining insights into my experiences in conjunction with the design and teaching practices manifested in an introductory economics course that I taught for more than thirty-five years at an American university. This exposition is in the first person because I believe that is the primary way that we gain a meaningful grasp of the educational (transactional) enterprise that many of us participate in. |
| Abstractor: | As Provided |
| Number of References: | 23 |
| Entry Date: | 2015 |
| Accession Number: | EJ1075634 |
| Database: | ERIC |
| Abstract: | This retrospective essay contains my reflection on the deep concept of ambiguity (uncertainty) and a concomitant epistemological theory that all of our human knowledge is ultimately self-referential in nature. This new epistemological perspective is subsequently utilized as a platform for gaining insights into my experiences in conjunction with the design and teaching practices manifested in an introductory economics course that I taught for more than thirty-five years at an American university. This exposition is in the first person because I believe that is the primary way that we gain a meaningful grasp of the educational (transactional) enterprise that many of us participate in. |
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| ISSN: | 1925-4741 |
