In the midst of some intense political happenings in Washington, DC, it seems appropriate to ask: how does a teacher responsibly and ethically handle, or remember regarding, politics in the classroom? Here is the fruit of my research: Recognize your own positions. We all develop beliefs in response to our perceptions, feelings, interpretations of the past, … Continue reading Politics in the Classroom
Category: Affective Learning
Last Tuesday's election and its aftermath encouraged me to look into something that I had been considering for a while now: how do I ethically encourage students to act in a more socially just way? There is a fair amount of literature on social justice education, and I present here my findings from an initial bit … Continue reading Towards ethical social justice education
"Keep ancient lands, your storied pomp!" cries she With silent lips. "Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door!" -Emma Lazarus, "The New Colossus" Ancient Rome can be … Continue reading Romans and the Other
I keep coming back to this theme, partly because of my desire to help students' emotional health, partly because students' feelings about classes affect what they learn from those classes or how they apply their knowledge to their life, partly because students' emotions affect the classroom environment, and partly because students' emotions affect enrollment and … Continue reading How do we make students happier?
Last week's post focused on Bloom's Taxonomy of Cognitive Learning. Today's post focuses on Krathwohl's Taxonomy of the Affective Domain which focuses on perceptions, feelings, emotions, and belief systems. And the emotional side of things cannot simply be ignored, even if many of our learning objectives and course aims focus on the cognitive domain. Unlike … Continue reading A taxonomy of Affective Learning