Titlebook: Engaged Learning in the Academy; Challenges and Possi David Thornton Moore Book 2013 Palgrave Macmillan, a division of Nature America Inc.

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Designing Law for Sustainability that informs the later chapters on epistemological, pedagogical, and institutional challenges and possibilities in experiential education; in addition, I will explain my take on several concepts helpful in the later analysis. The question addressed here is this: What conceptual tools will most effe

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https://doi.org/10.1057/9781137308993ulum of experience. This chapter will move on to address the question posed earlier: To what extent and in what ways does the curriculum of experience coincide with, supplement or, conversely, conflict with or undermine the curriculum in higher education? Of course, there is no unitary curriculum of

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Climate Change and Human Healthre to those in college classrooms? The framework laid out there provides the logic and the terms of an answer to that problem. We can investigate the pedagogical properties of classrooms using the same concepts: task analysis, socio-cognitive task demands, social means, and so on. That is the plan f

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Greening the Food Supply in New York,k—and their teachers have to decide what to do with them in order to guide, enhance, and monitor their learning. This chapter investigates and critiques the pedagogical practices that flow from those decisions. It represents not an empirical test of the outcomes of the teaching m ethods—I am not cla