In To Know as We Are Known: Education as a Spiritual Journey, Parker Palmer proposes a relational epistemology and a contemplative pedagogy. He advocates ways of teaching marked by community, silence, solitude, dialogue, listening, humility, affect, hospitality, the slow practice of contemplative reading (lectio divina), and love.
I am officially beginning to write a book on teaching literature—a book simmering inside me for many years now. My working title is The Tree of Reading: How and Why […]
In the video bellow, Janelle Adsit and I discuss her new book Toward an Inclusive Creative Writing: Threshold Concepts to Guide the Literary Writing Curriculum (Bloomsbury, 2017). An absolutely stellar work […]
Just why this book—Patrick Sullivan’s too plainly titled A New Writing Classroom: Listening, Motivation, and Habits of Mind—reached me in just the way it did is a more involved story […]
The recent book The Meaningful Writing Project: Learning, Teaching, and Writing in Higher Education (Utah State University Press, 2016) is an exemplary work of pedagogical scholarship for Michele Eodice, Anne Ellen Geller, […]
Watch Matt Huett and Paul T. Corrigan’s discussion of Naomi S. Baron’s book Words on Screen: The Fate of Reading in a Digital World (Oxford UP, 2015). The book offers an […]
In Writing Across Contexts: Transfer, Composition, and Sites of Writing—a fascinating, important, award-winning book that comes from the discipline of writing studies and has broad implications for teaching and learning […]
