Main Article Content
This article is a case study of a level five experiential learning module that I designed and taught at the University of Chester in the summer term of 2018 in collaboration with the city’s innovative new arts hub, Storyhouse. As a case study, it will demonstrate how ‘compassion’ can be placed at the heart of module design within Higher Education Arts and Humanities teaching, as well as how compassionate practice can emerge organically from innovation.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Journal of Perspectives in Applied Academic Practice has made best effort to ensure accuracy of the contents of this journal, however makes no claims to the authenticity and completeness of the articles published. Authors are responsible for ensuring copyright clearance for any images, tables etc which are supplied from an outside source.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Dean, D. Jr. & Kuhn, D. (2006). “Direct instruction vs. discovery: The long view”. Science Education. 91 (3): 384–397.
Faundez, A. and Paulo Freire (1992). Learning to Question: A Pedagogy of Liberation. Trans. Tony Coates, New York, Continuum
Felicia, P. (2011). Handbook of Research on Improving Learning and Motivation. Hershey, Information Science Reference, p. 1003
Freire, P. and A.M.A. Freire (1994). Pedagogy of Hope: Reliving Pedagogy of the Oppressed. New York, Continuum
Freire, P. and A.M.A. Freire (1997). Pedagogy of the heart. New York, Continuum
Freire, P. (1998). Pedagogy of freedom: ethics, democracy and civic courage. Lanham, Rowman & Littlefield Publishers
Freire, P. (1998). Teachers as cultural workers: letters to those who dare teach. Boulder, Colo., Westview Press
Freire, P. (1970a). Pedagogy of the Oppressed. New York, Continuum
Freire, P. (1973). Education for critical consciousness. New York, Seabury Press
Freire, P. (1975). Conscientization. Geneva, World Council of Churches
Freire, P. (1993). Pedagogy of the city. New York, Continuum
Hairston, Maxine (1992). “Diversity, ideology, and teaching writing”. College Composition and Communication. 43 (2): 179–193.
Hanks, W. F., “Foreword”, Jean Lave and Étienne Wenger (1991). Communities of Practice: Creating Learning Environments for Educators. Cambridge, Cambridge University Press, p. 14
Knabb, K., ed., trans. (2006). Situationist International Anthology. Berkley, CA, Bureau of Public Secrets
Kolb, D.A., Rubin, I.M., McIntyre, J.M. (1974). Organizational Psychology: A Book of Readings, 2nd edition. Englewood Cliffs, N.J.: Prentice-Hall
Kolb, D.A., Fry, R.E. (1974). “Toward an Applied Theory of Experiential Learning”. In C. Cooper (ed.) Theories of Group Processes. New York, John Wiley & Sons
Mayer, R. (2004). “Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction”. American Psychologist. 59 (1): 14–19.
Pollard, E. (2014). “Stage fright can be good for you”. Times Higher Education. 4 December. Careers Intelligence section, p. 24
Pollard, E. (2015). “Editorial: But it is a ‘theatre’, not just in name alone”. Journal of Academic Development and Education, 4, 5-7
Pollard, E. (2015). “People will never forget how you made them feel”. Learning and Teaching in Action, 10, 33-46
Saran, R. and B. Neisser. (2004) Enquiring Minds: Socratic Dialogue in Education. London, Trentham Books