归属感教育学:在高等教育中停下来做人

N. Lemon
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引用次数: 0

摘要

在高等教育中重视关爱和自我关爱,需要我们有意识地停下来,重新思考我们作为教育工作者和学生是如何在一起的。大流行病造成了各种复杂情况,包括课程交付、截止日期和评估模式的变化,导致了不知所措、焦虑和变化疲劳的感觉,这促成了恐慌学的出现。本文认为,有必要通过重视人性、重新定位自我保健以及由学者和为学者提供的护理来指导其教学法,从而打破这种存在和体验大流行病的方式。归属教学法(PoB)是一个系统化的框架,通过将学生和教育工作者置于课程和教学决策的中心,优先考虑人际关系并实现人性化教学。PoB 为整个教学周期的进展提供了一个教学框架。本文认为,PoB 是一种有意识的停顿,是一种沉思的实践,它打断了高等教育中的恐慌学、集体疲惫和脱节。PoB 将整体教育重新定位为教育工作者工作的核心,通过以关系、参与和交流为基础的归属感领域,促进相互联系,鼓励重新思考高等教育中的关爱和自我关爱。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Pedagogy of Belonging: Pausing to be human in higher education
Valuing care and self-care in higher education requires a conscious pause and rethinking of how we are together as educators and students. The pandemic caused various complexities, including changes in curriculum delivery, deadlines, and assessment modes, leading to feelings of overwhelm, anxiety, and change fatigue, which contributed to the emergence of panicgogy. This paper argues for the need to disrupt this way of being and experiencing the pandemic through valuing humanity and repositioning self-care and care by and for academics to inform their pedagogy. Presented is the narrative and the design story behind Pedagogy of Belonging (PoB), a systems informed framework that prioritizes relationships and humanizes teaching by placing students and educators at the center of curriculum and pedagogical decisions. PoB provides a pedagogical framework for progression throughout the teaching cycle. The paper suggests that PoB is a conscious pause, a contemplative practice that interrupts panicgogy, collective exhaustion, and disconnect in higher education. PoB repositions holistic education at the heart of what educators do, facilitating interconnectedness and encouraging a rethinking of care and self-care in higher education through the domain of belonging underpinned by relationships, engagement, and communication.
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