In response to a culture of polarized argument, this paper shows a way to provide people with practice at deep listening and understanding. The author examines ways in which self-disclosure about problems of dialog may be an ideal means for teachers or leaders to show people alternate ways of being in the world of meaning making.
"Listening: Beyond Telling to “Being” What We Want To Teach,"
The Journal of the Assembly for Expanded Perspectives on Learning: Vol. 10
, Article 5.
Available at: http://trace.tennessee.edu/jaepl/vol10/iss1/5
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