Julie Geredien – författare
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2 produkter
2 produkter
1 395 kr
Kommande
A radical new approach to a contemporary trend in educationHow can learning at the threshold change us and our world? Julie Geredien introduces an approach to transformative learning that draws on a wide range of cultural and disciplinary viewpoints.Threshold theory challenges unexamined mental habits and exposes absolutisms that hold social order by impeding the comprehension process. As those learning at the threshold approach transition and the unknown, they participate in transformations that illuminate hidden developmental patterns and ecological relationships. Geredien’s threshold theorizing brings together realities at the heart of creativity, relational worldview, and anti-oppression work to forge the philosophical and psychological foundations necessary to reshape policies and practices.Innovative and expansive, Arrows Tipped with Flowers reveals the psychology of integrity that underpins truly global learning and explains the need to develop more inclusive and reflective approaches to knowledge formation.
317 kr
Kommande
A radical new approach to a contemporary trend in educationHow can learning at the threshold change us and our world? Julie Geredien introduces an approach to transformative learning that draws on a wide range of cultural and disciplinary viewpoints.Threshold theory challenges unexamined mental habits and exposes absolutisms that hold social order by impeding the comprehension process. As those learning at the threshold approach transition and the unknown, they participate in transformations that illuminate hidden developmental patterns and ecological relationships. Geredien’s threshold theorizing brings together realities at the heart of creativity, relational worldview, and anti-oppression work to forge the philosophical and psychological foundations necessary to reshape policies and practices.Innovative and expansive, Arrows Tipped with Flowers reveals the psychology of integrity that underpins truly global learning and explains the need to develop more inclusive and reflective approaches to knowledge formation.