{"title":"面对大流行病和封锁，学校必须继续！","authors":"Kathleen Kellock","doi":"10.18733/cpi29710","DOIUrl":null,"url":null,"abstract":"The coronavirus (COVID-19) pandemic forced schools to close in many countries around the world, compelling teachers and students to adapt to an alternative modality of instruction and assessment. This essay outlines the challenges experienced while trying to prepare my high school students for their national standardized examinations. It highlights Integral Theory, a framework from American philosopher Ken Wilber, to situate my experience working as a teacher in an independent school in the Commonwealth of The Bahamas during this unprecedented time.","PeriodicalId":295552,"journal":{"name":"Cultural and Pedagogical Inquiry","volume":"63 3","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Come Pandemic and Lockdowns, School Must Go On!\",\"authors\":\"Kathleen Kellock\",\"doi\":\"10.18733/cpi29710\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The coronavirus (COVID-19) pandemic forced schools to close in many countries around the world, compelling teachers and students to adapt to an alternative modality of instruction and assessment. This essay outlines the challenges experienced while trying to prepare my high school students for their national standardized examinations. It highlights Integral Theory, a framework from American philosopher Ken Wilber, to situate my experience working as a teacher in an independent school in the Commonwealth of The Bahamas during this unprecedented time.\",\"PeriodicalId\":295552,\"journal\":{\"name\":\"Cultural and Pedagogical Inquiry\",\"volume\":\"63 3\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-12-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cultural and Pedagogical Inquiry\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.18733/cpi29710\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cultural and Pedagogical Inquiry","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.18733/cpi29710","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The coronavirus (COVID-19) pandemic forced schools to close in many countries around the world, compelling teachers and students to adapt to an alternative modality of instruction and assessment. This essay outlines the challenges experienced while trying to prepare my high school students for their national standardized examinations. It highlights Integral Theory, a framework from American philosopher Ken Wilber, to situate my experience working as a teacher in an independent school in the Commonwealth of The Bahamas during this unprecedented time.
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