Katherine Greenberg – författare

This book presents a carefully constructed framework for teaching and learning informed by philosophical and empirical foundations of phenomenology. Based on an extensive, multi-dimensional case study focused around the ‘lived experience’ of college-level teaching preparation, classroom interaction, and students’ reflections, this book presents evidence for the claim that the worldviews of both teachers and learners affect the way that they present and receive knowledge. By taking a unique phenomenological approach to pedagogical issues in higher education, this volume demonstrates that a truly transformative learning process relies on an engagement between consciousness and the world it ‘intends’.

First published thirty years ago, the long-awaited second edition of "Growing California Native Plants" is the ideal hands-on native plant guide for both experienced and novice gardeners. In addition to the voluminous knowledge contributed by Marjorie G. Schmidt, now deceased, Katherine L. Greenberg has taken note of the vibrant state of today's horticultural scene, adding plants and ideas that were little known when the book first appeared. Lavishly illustrated with 200 new color photographs, drawings, maps, and charts, this concise and easy-to-use reference covers trees, shrubs, perennials, annuals, bulbs, grasses, and vines, and includes a plant selection guide for quick reference. The authors, whose combined experience spans six decades, take California's summer-dry climate and restricted water supplies into account and provide helpful notes on companion plants and gardening with wildlife. Practical and informative, "Growing California Native Plants" is a valuable reference for gardeners everywhere in California and an enjoyable book simply to explore.

This book presents a carefully constructed framework for teaching and learning informed by philosophical and empirical foundations of phenomenology. Based on an extensive, multi-dimensional case study focused around the ‘lived experience’ of college-level teaching preparation, classroom interaction, and students’ reflections, this book presents evidence for the claim that the worldviews of both teachers and learners affect the way that they present and receive knowledge. By taking a unique phenomenological approach to pedagogical issues in higher education, this volume demonstrates that a truly transformative learning process relies on an engagement between consciousness and the world it ‘intends’.