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Using the Three Modes of Nature (Guṇa-s) in Invitational Education: Five Levers for Learning
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... Its usage has expanded beyond Sāṃkhya, apart even from those feral Yoga practices taught by a million exercise classes. Today, the guṇa concept is used in contexts that include psychology (Wolf, 1999), business leadership (Agarwalla et al. 2015, Anuradha andKumar, 2015), educational development (Haigh, 2016a), and environmentalism (Kumar, 2007). ...
... Under the influence of Tamas, Rajas drags consciousness downward through sloth or anger. Left alone, Sattva is nothing but a golden dream, Rajas is merely undirected action, while Tamas is careless inertia (Haigh, 2016a). The material world is created by the different mixtures of these three, as in the photographic image analogy. ...
... Such exercises suggest new perspectives on familiar problems and, in an international industry like Tourism, aid understanding of the ways that people in other places conceive their world. Here, this paper has introduced the simple, self-contained, concept of Triguṇa theory, whose three parts may be summarised as Tamas -ignorant, lazy and bad, Sattva -wise, peaceful and good, and the means to convert bad to good (or vice versa) Rajas -which is action (Jacobsen, 1999;Haigh 2016a). Importantly, here, the sense of well-being, that is the goal of most tourism clients has been linked, clinically, with increased Sattva (Puta, 2015). ...
Constructive ecotourism is tourism based on altruism. It engages well-meaning volunteers in worthwhile environmental projects. This explores the motivations of environmental volunteers using Maslow's Hierarchy of Needs and India's Triguṇa theory with its three modes of Nature. Adopting different theoretical lenses is an easy path to attaining new insights. It also aids understanding of the thinking of people from other cultures. Here, Triguṇa theory helped explain the motivations of environmental volunteers engaged in three constructive ecotourism ventures. In addition to the altruistic (Sattva) motivations that encourage participation, five more general motivations emerged. These were the desires: to be good to the environment, to gain the social benefits of working with similar people in a team; for education (Sattva), skills development and career (cv) advancement (Rajas); to help the local community (Sattva and Rajas) and, ultimately, create a sense of personal well-being (Sattva).. No matter how long a volunteer remains with a project, these five motivations remain much the same. Maslow's basic needs were less essential for this type of tourist who proved willing to sacrifice some comfort and safety for other personal and social gains. However, it was essential that the project proved to be challenging, worthwhile, educative, and involved teamwork. Every volunteer had to feel appreciated. The main benefits for the environmental volunteers were personal and social self-development. This has important implications for project design in Constructive Ecotourism. Özet: Yapıcı ekoturizm fedakarlığa dayalı bir turizm çeşididir. Değerli olduğu düşünülen çevresel projelere iyi niyetli gönüllülerin entegre edilmesini hedeflemektedir. Bu çalışma kapsamında çevre gönüllülerinin sahip oldukları motivasyonların Maslow'un İhtiyaçlar Hiyerarşisi ve Hindistan'ın Triguna teorisini ile bu teorinin üç Doğa modu aracılığıyla keşfedilmesi hedeflenmektedir. Farklı teorik lenslerin benimsenmesi, yeni bakış açılarının elde edilmesi için kolay bir yoludur. Ayrıca, diğer kültürlerden insanların nasıl düşündüğünü anlamamıza da yardımcı olmaktadır. Burada, Triguna teorisi aracılığıyla 3 farklı ekoturizm girişimine katılan çevre gönüllülerinin motivasyonları açıklanmaktadır. Çevre gönüllülerinin sahip oldukların motivasyonun başında gelen ve katılımlarını teşvik eden fedakârlık ('Sattva') motivasyonlarının ötesinde, beş genel motivasyon daha ortaya çıkmaktadır. Ortaya çıkan yeni istekler şu şekildedir: Çevreye (dünyaya) iyi davranmak, takım içerisinde benzer düşünen insanlarla çalışarak sosyal faydalar elde etmek; eğitim (Sattva), beceri ve kariyer (cv) 2 geliştirme (Rajas); yerel topluma (Sattva ve Rajas) yardım etmek ve sonunda kişisel refah duygusu yaratmak (Sattva). Bir gönüllünün her bir projede ne kadar sürede kaldığına bakılmaksızın, bu beş motivasyonun hepsinin de bulunduğu söylenebilir. Ekoturizm projesinin hepsinin zorlu, değerli, eğitici ve takım çalışması tabanlı olması açısından önemlidir. Her bir gönüllünün projelerde takdir edilme ihtiyacı karşılanmaktadır. Çevre gönüllüleri için temel faydaların kişisel ve sosyal-bireysel gelişimdir. Bunlar, 'Yapıcı Ekoturizm'de' proje tasarımının önemli sonuçlarıdır.
... However, Naess taught the Philosophy of the Mahatma Gandhi and, hence, ecological Self-realization has deep roots in Indian thought, where Self-realization is a spiritual goal. Here, Sāṁkhya-yoga philosophy contains a similar three step spiritual ladder in the form of Triguṇa theory, which raises learners from ignorance and indolence (Tamas), through engagement and action (Rajas), to serenity and sentience (Sattva) (Haigh, 2016a;Kumar, 2007). However, some degree of ecological Self-realization is essential in education for a sustainable future. ...
... In sum, the invitation encourages belief in both the value of the learning and the learner's own capacity to achieve goals, which are supported by trust in the authenticity teacher and teaching and confidence in the care and support of the institutional context (Pajare, 2001). Haigh (2016a) identifies five styles of positive learning invitation, which he links to Triguṇa theory. Using the terminology of Sāṁkhya-yoga, they are styled, respectively: sattvic, rajosattvic, rajasic, rajo-tamasic, and tamasic. ...
... This encourages hard work and engagement, certainly, but it also encourages conflict and base instincts such as pride, greed and selfish behavior. Haigh (2016a) repeats a fable from the Indian Mahabharata epic, which concerns training for archery (Ganguli, 1883-1896. The teacher sets his class a test. ...
Connective practices are affective educational activities and critical for sustainability education. They bridge the gap between knowledge of environmental problems and the will, personally, to do something about them. Three sources of pedagogic theory are tapped for this application to sustainability education. From Deep Ecology comes the pedagogic ladder leading to recognition of the Ecological Self, the deep intuitive appreciation of being a part of the living Earth. The Connective Practice concept comes from Social Sculpture and the provocative artistic and political work of Joseph Beuys, whose notion of participatory response-ability envisages actions that unleash the positive creative potential of every individual. For Beuys, everyone is an artist and everyone can become a world-maker. Finally, Invitational Education adds concern for the learner's inner being. Learning invitations aim to remove the obstacles that hold learners back from positive creativity. It also fosters learner engagement by developing the positive aspects of the whole learning environment, building care trust, respect and optimism from the sum of people, places, processes, programs and policies. Two case studies illustrate the task of inviting learners to develop pro-sustainability values and affirm them by a personal creative response. In the Karma to Climate Change project, scriptural quotations and environmental information combine to invite learners to make a personal religious pledge to adopt a more pro-sustainability lifestyle. In the Restoration of Wychwood Forest project, learners join local community volunteers to plant trees and later reflect on the wider personal significance of their enacting sustainability values.
... By contrast, most layered pedagogies involve a series of evolutionary steps, some relatively small, some involving larger, and more transformative, perceptual shifts. Consider for example, the three-layered evolutionary pedagogies of "Deep Ecology" and Sāṃkhya-yoga's Triguṇa theory, an ancient moks _ a-dharma (path to enlightenment) (Haigh, 2017(Haigh, , 2016b. Triguṇa pedagogy aims to raise learners from inertia, ignorance and darkness (Tamas), through the engagement of positive energy, action, analysis and critical awareness (Rajas), toward overview, synthesis through reflection, harmony and light, namely to the platform of Sattva, from which liberation may be realized (Haigh, 2016a). ...
... CLA Pedagogy shows how sensitizing learners to these layers and their processes help them understand how these surface layers are generated and how they may set about constructing a better future by revising those deeper drivers of values and metanarrative: worldview, myth and metaphor (Bussey, 2009;Haigh, 2016b). For example, Marcus Bussey deconstructs Western educations as follows (Bussey, 2008). ...
Teaching learners with different disciplinary backgrounds, aptitudes, worldviews and cultures is an abiding problem in Higher Education. Special measures are needed to ensure that course design, teaching methods and, especially, assessment does not exclude, alienate or disinvite learners simply because they have different capabilities and ways of understanding. Most of these measures involve the radical diversification of assessment and teaching methods and, designing curricula that allow learners to reach different conclusions and learning outcomes without penalization. This paper evaluates and commends the use of Spiral Dynamics’ layered system of alternative worldviews as a means of developing learner skills in critical analysis and building deeper understanding of diversity. Using Spiral Dynamics-based pluralism to guide course design fosters greater inclusion and achievement.
... Remaining in the classroom, the author's 'Sattvic Curriculum' attempts to construct a level playing field for all learners by using a curriculum based on India's Sāṃkhya philosophy. This system, for colonial and political reasons, is not used by Indian education and, thus, remains available for use in a curriculum internationalised after the fashion of the international language Esperanto (Haigh, 2016a;2009a;cf. Kumar, 2007, Handa, 2018. The approach challenges the "Euro-American intellectual hegemony' that afflicts education (Handa, 2018: 156), which is helpful. ...
At its best, internationalised education is about promoting the welfare of the future world and tackling its most serious problems. However, the UK’s Higher Education system, internationalisation has evolved at least 8 narrative layers, not all with such lofty ideals. The most base simply concern financial survival. In a world where domestic student numbers increase, government subsidies decrease and fees are capped, recruiting and charging high fees to international learners helps subsidise the education of local learners. Naturally, this creates pedagogic problems for teachers faced with international learners who struggle to cope with curricula designed for local people. Layer 2 concerns remedial actions designed to help incomers overcome their ‘cultural deficit’, teachers understand their ‘special attributes’, and later reduce the hidden curricula of local knowledge and tradition. Meanwhile, increasing financial independence finds universities reimagining themselves as multinational corporations. ‘Layer 3’ narratives envision education as businesses where students are customers and a university’s brand is a prized possession. ‘Layer 4’ narratives concern quality control through international accreditation and standardisation, although their deeper purposes may include protecting existing elite university ‘brands’ against rivals. ‘Layer 5’concerns the stay-at-home learner. ‘Internationalisation at Home’ aims to prepare all graduates to thrive in a cosmopolitan, multicultural, ‘world of work’. This global vision also fuels ‘Layer 6’, ‘Education for Global Citizenship’ which expands the perspective into sustainability, personal ethics and emotional intelligence, because a successfully educated person needs more qualities than the ability to get a job. ‘Layer 7’ emerges from the digital revolution, which has created a global space for education. Finally, ‘Layer 8’, shifts attention toward the root causes of the global environmental and social crises; the realisation that global citizenship offers an avenue towards global peace and that that enacting planetary consciousness creates important new priorities for everyday life and work. Global Citizenship education helps learners recognise that humans are stronger and happier when they work together. It helps learners understand that they have a personal responsibility for the future and how to act accordingly.
The purpose of this chapter is to present a brief overview of environmental education
about biological diversity and awareness of endangered species and their
protection in Bulgaria, Jordan, Turkey and Pakistan.
Effective headwater protection and management requires community support and engagement. This requires an understanding of the attitudes and values of the host community (e.g. Pande and Pande 2020). This chapter examines environmental attitudes among undergraduate learners at a Hindi-medium university in the headwaters of the Uttarakhand Himalaya, India, in the aftermath of a major disaster. It uses the standard ‘New Ecological Paradigm’ questionnaire (Dunlap 2008; Dunlap et al. 2000) in its 15-item updated version (cf. Dunlap and Van Liere 1978). It also uses some additional items to explore how local university students in this headwater community think and feel about their environmental circumstances in the immediate aftermath of an environmental disaster involving catastrophic rainfall, flooding and landslides. It considers how these responses may be interpreted and how they are affected by the learner’s disciplinary course of studies. Then, more controversially, these response patterns are compared with NEP data recorded elsewhere beginning with data collected at the author’s home university and then NEP results collected in other parts of the world. Finally, it considers how differences in cultural attitudes to the environment affect the validity of NEP-style international questionnaires from Western traditions and how a more culturally sensitive questionnaire survey might be developed and employed to enhance environmental education in this Himalayan State.
Globally, there is a need to promote and empower practical action towards better environmental conservation and greater sustainability; education aspires to achieve and motivate this – one mind at a time. This book advances a future-oriented vision of the development of environmental sustainability education in settings outside the high-school. It provides practical guidance for teacher practitioners and policy makers in community-oriented environmental sustainability education. It promotes a modern holistic approach to sustainability learning in and by the community through participative engagement with sustainability issues. Its special foci include working with volunteers and citizen scientists, through museums or through re-purposing Higher Education. Its approach emphasises the implementation of the United Nation’s Sustainable Development Goals and cooperation with environmental management professionals. This book’s cosponsors include the International Association for Headwater Control and FAO – European Forestry Commission’s Working Party on the Management of Mountain Watersheds, as well as the International Environmental Education Conferences, Eger, Community education has long been a goal for environmental management, whose practitioners realise that interventions, such as biodiversity conservation, are only truly sustainable when supported by the local land-user and stakeholder communities; this depends upon these stakeholders’ understanding why intervention is necessary.
https://link.springer.com/book/10.1007/978-3-030-66384-1
Bloom's taxonomy has become a pedagogical orthodoxy in schools. This paper challenges Bloom's assumptions about thinking (the cognitive domain) and willing (the affective domain). A careful examination of ancient and medieval understandings-and of Thomas Aquinas' contemplative taxonomy in particular-demonstrates how Bloom's taxonomy is both disordered and radically incomplete. The thesis of this paper is that, if education is to be truly aimed at our "highest happiness," we must begin, in some small ways at least, to relate our educational efforts to the pursuit of wisdom. This pursuit, it is argued, involves engaging components of thinking and willing that transcend Bloom's taxonomy.
With this first issue of 2012, Belgeo turns from a printed and paying publication into a free access electronic journal. The journal also changes from being jointly published by de Société Royale Belge de Géographie (Belgian Geographical Society) and the Belgische Vereniging voor Aardrijkskundige Studies/Société Belge d’Etudes Géographiques (Belgian Society of Geographical Studies) into a publication of the Belgian National Committee for Geography in association with the Société Royale Belge ...
This paper makes a critical assessment of problem-based learning (PBL) in geography. It assesses what PBL is, in terms of the range of definitions in use and in light of its origins in specific disciplines such as medicine. It considers experiences of PBL from the standpoint of students, instructors and managers (e.g. deans), and asks how well suited this method of learning is for use in geography curricula, courses and assignments. It identifies some ‘best practices in PBL', as well as some useful sources for those seeking to adopt PBL in geography. It concludes that PBL is not a teaching and learning method to be adopted lightly, and that if the chances of successful implementation are to be maximized, careful attention to course preparation and scenario design is essential. More needs to be known about the circumstances in which applications of PBL have not worked well and also about the nature of the inputs needed from students, teachers and others to reap its benefits.
This paper examines ethics in learning and teaching geography in higher education. It proposes a pathway towards curriculum and pedagogy that better incorporates ethics in university geography education. By focusing on the central but problematic relationships between (i) teaching and learning on the one hand and research on the other, and (ii) ethics and geography curricula, the authors' reflections illustrate how ethics may be better recognized within those curricula. They discuss issues affecting teaching and learning about ethics in geography, and through identification of a range of examples identify ways to enhance the integration of ethical issues into university geography curricula.
From an Invitational Education perspective, e-learning will onlysucceed as an educative environment if educators are able to providean e-learning environment that preserves dignity and encouragescommunication. The converse: using an online environment to “throwinformation” at students has the opposite effect; it is experienced asdeeply disinviting.This article identifies some of the more common disinviting practicescurrently being experienced by learners who are new to an e-learningenvironment. It also examines practical ways in which e-learningeducators can make the online environment more invitationa
"An important, controversial account ... of the way in which man's use of poisons to control insect pests and unwanted vegetation is changing the balance of nature." Booklist.
Given the variance in the literature regarding definitions of terms and elements of Invitational Theory and Practice, this article proposes the adoption of a standard terminology for the foundational principles and elements unique to this theory. The major concepts are presented herein as an attempt to set the standardization for future use.
The nature of teaching and learning is hotly debated and the purposes of education remain fiercely contested. In more recent times, teachers at all levels have been challenged to justify why they teach the way that they do and in many universities, statements have been formulated that try to prescribe what is meant by effective teaching and to describe effective learning. Many of these statements show little connection to any underlying philosophy of education, let alone of teaching. In this essay, I provide an elaboration of the approach to teaching and learning that Aquinas articulates in a number of his works. For Aquinas, God is the central aim of education and He is at once our Teacher. This does not mean that human beings cannot teach each other, but it shapes what we understand by knowledge and what we mean when we say that someone has learnt. Aquinas shows himself to be anything but doctrinaire in his restless search for truth and wisdom; sometimes he is a rationalist and sometimes an empiricist. He never loses his enthusiasm to know and to understand. In this he is the model teacher.
Education for Global Citizenship is about living as though the future mattered. This evaluates learner reactions to a tree-planting exercise that invites reflection upon hopes for the world, personal responsibilities and acting locally while thinking globally. Participant hopes concerned: environmental sustainability, peace on earth, then the welfare of future generations and personal wellbeing. Global citizenship concerns included sustainability, social justice, interdependencies and personal responsibilities. Some participants envisaged exercise outcomes to be mainly practical, others personal, such as reflection on lifestyle choices. Off-campus sessions generated higher grades, more concern for giving back to/defining a role in nature and volunteering.
True test of civilization is not the infrastructural grandeur, technological wonders, or the enormous wealth generation but the quality of man it produces. The goal of all civilizations must be to research about the unchanging Supreme Truth, since all perishable goals chase by all human beings come to a naught at death. Modern civilization is a civilization that has brought about mind-boggling progress of science and technology, thus enriching the world and our lives. But the modern civilization is also a civilization that has made the 20 th century the bloodiest century in human history. In the present day modern civilization, there is a great need for introducing the science of the Supreme Intelligence governing the universe, on a scientific basis in academic institutions around the world. Science must study the imperishable one, which is the eternal spirit soul. Human society including academicians and scientists cannot neglect this ancient spiritual science because it is directly or indirectly responsible in making the people to have balanced, meaningful, peaceful, cheerful and happy lives in the present day modern society.
This book critically examines the impact of migration, education, development, and the spread of English on global bio-linguistic and cultural diversity. Derived from findings from a comparative eco-linguistic study of intergenerational language, culture, and education change in the Tibetan Diaspora, the book extends its analysis to consider the plight of other peoples who find themselves straddling the Indigenous-Minority-Diaspora divide. MacPherson explores the overlapping and distinctive sustainability challenges facing indigenous and minority communities when they are connected by and within diasporas, and seeks to adequately explain the discontinuities and disjunctures between their educational struggles and achievement levels.
Making educational places more inviting to learners is a key aspect of Invitational Theory. This paper introduces a simple technique for sensitizing learners and instructors to how their environment affects their feelings and ability to learn. It describes a learning exercise that may be used to assess, evaluate and transform places, to promote either calm reflection or creative energy as well as some experience based on three years of application in a college-level Geography course. The approach, founded in the S!mkhya–Yoga conception of the three modes of material nature, asks learners detect the roles of Sattva (peace, harmony, tranquility, awareness), Rajas (energy, action, creativity, destructiveness) and Tamas (inert, veiled, ignorance) working together in their habitat and to think about how this balance may be adjusted to positive effect. Learners found the approach novel but many welcomed this new way of envisioning their world.
Preface Dialogue on education in our country mostly takes place in a fractured discourse. On one side of the fracture is the language used by the planner, the economist, and the sociologist of education. On the other side is the language of the psychologist, the pedagogue, and the teacher. Neither of the two languages is capable of capturing the tension that every Indian child must cope with in order to be educated. The tension has its origins in history, and it lives on because of poorly informed planning, but it cannot be diagnosed if we study history or planning in isolation from classroom pedagogy. It is in the curriculum and in teacher-pupil relations that the tension finds its sharpest expression. And this is where educational research and its popular terminologies reveal their stunted, straggling development. Only a fusion of the two languages I have mentioned can help. This is a tall agenda, and these four lectures can at best be seen as a small, individual preparation for popularizing the agenda. I am grateful to the University Grants Commission for enabling me to deliver these lectures at Baroda, Indore, Saugar, and Delhi under the National Lectures scheme during 1986-87. I have greatly benefited from the discussions these lectures aroused, especially at Baroda.
Internationalization is not neutral. Educators must always ask: Whose needs are being met? Models of internationalization that focus disproportionately on economic and political goals—and not on academic purposes and players—deform education itself. With a focus on private good and private gain, such education is aberrational. Central to any statement of educational purpose are the learners—not simply the student learners, but also the professors, who are learning themselves through research. If students and professors are not learning, with the pursuit of knowledge, wherever it leads, as the goal, then the institution is concerned with something other than higher education. A metaphor—the university as a nucleus—and a graphic model are used to capture a sense of internationalization as a force in the reordering and rearranging of institutional educational variables. Internationalization can strengthen a university's core values—or it can pull them apart. Faculty have an important role in clarifying who is benefiting from internationalization activities. Revisiting concepts and assumptions inherent in widely accepted views of internationalization in a rapidly changing global and local environment offers educators the opportunity to recognize, refresh, and expand their perspectives.
Invitational Theory argues that learning is enhanced when learners are positively encouraged or ‘invited’ into the educational experience. Arising from perceptual and self-concept theory, Invitational Pedagogy is constructed on four principles: respect for people, trust, optimism and intentionality, and upon five pillars: people, places, policies, programmes and processes. Its main contributions address the psychogeography and the constructive alignment of learning environments and the training of teachers and counsellors. Key research methods include the invitational/disinvitational index and the 5-P relay.
Introduction: Teaching From Within The Heart of a Teacher: Identity and Integrity in Teaching A Culture of Fear: Education and the Disconnected Life The Hidden Wholeness: Paradox in Teaching and Learning Knowing in Community: Joined by the Grace of Great Things Teaching in Community: A Subject-Centered Education Learning in Community: The Conversation of Colleagues Divided No More: Teaching from a Heart of Hope.
This paper is based on the results of the initial phase of a long‐term study undertaken to identify some of the factors that contribute to ‘good teaching’ in the realm of higher education in engineering in India. Feedback from both students and teachers in an engineering institution in India points to the fact that ‘good teaching’ consists of much more than the lucid imparting of content matter. The analysis of these judgements has been carried out concentrating on those qualities which are possessed by good or excellent teachers, but especially on those which are more commonly possessed by excellent than by good teachers. Excellence seems to transcend the boundaries of expounding subject matter, as in European research into the same topic, to include invoking interest, promoting analytical thinking, motivating and inspiring students. It is expected that in subsequent studies, the criteria will emerge more clearly. If so, then this will provide a basis to promote and even inculcate these qualities in teachers to a greater extent and on a wider basis than at present, thereby improving the quality of teaching in engineering education.
Focusing on the peer review process, this guide for potential Journal of Geography in Higher Education (JGHE) authors suggests 10 golden ground rules for preparing a successful contribution to the JGHE. These are (1) have something interesting to say, (2) have something useful to say, (3) address your audience, (4) write with academic rigour, (5) listen to learner feedback, (6) ensure constructive alignment in your curriculum, (7) make your paper belongs to the journal's community of discourse, (8) respect the mission of the journal, (9) expect to be set revisions and (10) deal systematically with any revisions set.
This paper first describes problem-based learning; second describes how a research methods course in geography is taught using a problem-based learning approach; and finally relates student and staff experiences of this approach. The course is run through regular group meetings, two residential field trips and optional skills-based workshops. Course evaluations improved markedly following the introduction of this approach and students appreciated the benefits of the problem-based learning approach, particularly through working in groups on authentic problems that were relevant to future workplace scenarios. They were also able to further develop a range of transferable skills, particularly in teamwork. However, they may not have increased other transferable skills (such as in oral communication) as much as desired due to the tendency for groups to draw on individual strengths to complete collaborative group tasks. Other concerns were group size, the high workload and coping with group dynamics. Tutors found the teaching to be enjoyable, relaxing and very rewarding but there were some anxieties due to the unpredictable nature of the course as well as frustration at knowing when to intervene. However, despite these difficulties for both students and staff, the authors are sufficiently encouraged by the response to continue teaching using a problem-based learning approach.
Invitational education aims at creating a total school environment that intentionally summons teachers and students to realize their potential in all areas of worthwhile human endeavor and to make classrooms "the most inviting place in town." Within this model, invitational teaching addresses the role of the teacher in summoning individuals to see themselves as able, valuable, and responsible, who behave accordingly. This publication is organized into six chapters: (1) "What Is Invitational Teaching?" which identifies the vital elements of trust, respect, optimism, and intentionality; (2) "Foundations of Invitational Teaching," which offers a detailed look at the perceptual tradition and the self-concept theory upon which invitational teaching rests; (3) "Four Levels of Functioning," which describes teachers who are intentionally disinviting, unintentionally inviting, unintentionally disinviting, and intentionally inviting, and introduces the "plus factor" described as teaching with such skill and grace that the act of inviting does not call attention to itself; (4) "The Four Corner Press," which examines ways in which teachers can be more inviting, personally and professionally, with themselves and others; (5) "The Five Powerful Ps" (people, places, policies, programs, and processes); and (6) "Conflict Resolution: The Rule of the Five Cs" (concern, confer, consult, confront, and combat). A 116-item bibliography is included. (LL)
A number of scholars and researchers have worked together over the past decade to develop an understanding of certain abstract principles and everyday facts that appear to relate to one another and which seem to influence human success or failure. This understanding has evolved into a model of practice called "invitational theory." The term "invitational" was chosen for its special meaning. The English invite is probably a derivative of the Latin word invitare, which means to offer something beneficial for consideration. Translated literally, invitare means to summon cordially, not to shun. Implicit in this definition is that inviting is an ethical process involving continuous interactions among and between human beings.
Instead of treating internationalization as the addition of multicultural elements to a Western curriculum, why not begin with a non-Western curriculum framework?
Obra en la que se trata de repensar la educación para encaminar al individuo a entender que el medio ambiente tiene un propósito ligado a su existencia. No se insiste en enseñar únicamente los cuidados ambientales sino incluirlos como una práctica educativa de valor dentro del hombre y dentro de la supervivencia del mismo.
Obra en que se presentan ejemplos de casos de estudio ya completados en diversas áreas de aplicación (desde la educación hasta la administración empresarial del cambio), con la finalidad de mostrar la utilización de las técnicas y principios de esta metodología de investigación social.
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