In this book, Robert Nelson reminds us that one of the most important elements of teaching and learning is to inspire and to be inspired. Given that inspiration itself has evolved through metaphor, the inquiry distinguishes inspirational learning by its peculiarly metaphoric character.
In this book, Robert Nelson reminds us that one of the most important elements of teaching and learning is to inspire and to be inspired. Given that inspiration itself has evolved through metaphor, the inquiry distinguishes inspirational learning by its peculiarly metaphoric character.
Robert Nelson writes on art, education and the history of ideas. Prior to joining Melbourne University as Honorary Principal Fellow, he was Head of Department of Theory of Art and Design, Associate Dean Research and Graduate Studies, Associate Dean Teaching and Learning and Associate Director, Student Learning Experience, at Monash University. Robert is also a poet and art critic for The Age and was a scene painter for the photographic artist Polixeni Papapetrou.
Inhaltsangabe
Introduction: inspiration as the height of learning Part 1 Motivational metaphors 1. Passion: how the pleasure of learning is measured with agony 2. Being special: how we need to feel distinctive when we share an interest 3. Focus: when is concentration limiting and distraction helpful? 4. Group: when do we learn better on our own than among others? 5. Purpose: how a sense of mission depends upon conceit Part 2 Material metaphors 6. Step: what is the smallest gain toward an inspiring understanding? 7. Change: in learning, what do we want to alter and what has to stay the same? 8. Support: how cultural encouragements are more necessary than material ones 9. Impact: how the need to demonstrate impact damages inspiration 10. Failure: when is it more inspiring to be resigned to not succeeding? Part 3 Aspirational metaphors 11. Wonder: how does the rational mind recruit the mystical in order to learn? 12. Voice: how the sound of student voices is as important as student influence 13. Ease: how we only learn inspiringly when we are free of anxiety 14. Colour: how inspiration in learning is encouraged by imaginative language 15. Perfection: how inspirational striving depends on comfort with imperfection. Conclusion: how we will never recognize inspiring cognition without metaphor
Introduction: inspiration as the height of learning Part 1 Motivational metaphors 1. Passion: how the pleasure of learning is measured with agony 2. Being special: how we need to feel distinctive when we share an interest 3. Focus: when is concentration limiting and distraction helpful? 4. Group: when do we learn better on our own than among others? 5. Purpose: how a sense of mission depends upon conceit Part 2 Material metaphors 6. Step: what is the smallest gain toward an inspiring understanding? 7. Change: in learning, what do we want to alter and what has to stay the same? 8. Support: how cultural encouragements are more necessary than material ones 9. Impact: how the need to demonstrate impact damages inspiration 10. Failure: when is it more inspiring to be resigned to not succeeding? Part 3 Aspirational metaphors 11. Wonder: how does the rational mind recruit the mystical in order to learn? 12. Voice: how the sound of student voices is as important as student influence 13. Ease: how we only learn inspiringly when we are free of anxiety 14. Colour: how inspiration in learning is encouraged by imaginative language 15. Perfection: how inspirational striving depends on comfort with imperfection. Conclusion: how we will never recognize inspiring cognition without metaphor
Introduction: inspiration as the height of learning Part 1 Motivational metaphors 1. Passion: how the pleasure of learning is measured with agony 2. Being special: how we need to feel distinctive when we share an interest 3. Focus: when is concentration limiting and distraction helpful? 4. Group: when do we learn better on our own than among others? 5. Purpose: how a sense of mission depends upon conceit Part 2 Material metaphors 6. Step: what is the smallest gain toward an inspiring understanding? 7. Change: in learning, what do we want to alter and what has to stay the same? 8. Support: how cultural encouragements are more necessary than material ones 9. Impact: how the need to demonstrate impact damages inspiration 10. Failure: when is it more inspiring to be resigned to not succeeding? Part 3 Aspirational metaphors 11. Wonder: how does the rational mind recruit the mystical in order to learn? 12. Voice: how the sound of student voices is as important as student influence 13. Ease: how we only learn inspiringly when we are free of anxiety 14. Colour: how inspiration in learning is encouraged by imaginative language 15. Perfection: how inspirational striving depends on comfort with imperfection. Conclusion: how we will never recognize inspiring cognition without metaphor
Introduction: inspiration as the height of learning Part 1 Motivational metaphors 1. Passion: how the pleasure of learning is measured with agony 2. Being special: how we need to feel distinctive when we share an interest 3. Focus: when is concentration limiting and distraction helpful? 4. Group: when do we learn better on our own than among others? 5. Purpose: how a sense of mission depends upon conceit Part 2 Material metaphors 6. Step: what is the smallest gain toward an inspiring understanding? 7. Change: in learning, what do we want to alter and what has to stay the same? 8. Support: how cultural encouragements are more necessary than material ones 9. Impact: how the need to demonstrate impact damages inspiration 10. Failure: when is it more inspiring to be resigned to not succeeding? Part 3 Aspirational metaphors 11. Wonder: how does the rational mind recruit the mystical in order to learn? 12. Voice: how the sound of student voices is as important as student influence 13. Ease: how we only learn inspiringly when we are free of anxiety 14. Colour: how inspiration in learning is encouraged by imaginative language 15. Perfection: how inspirational striving depends on comfort with imperfection. Conclusion: how we will never recognize inspiring cognition without metaphor
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