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Deep Reflection on My Pedagogical Transformations

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Bibliographic Details
Title: Deep Reflection on My Pedagogical Transformations
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
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  Data: 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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