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:
1, Article 5.
Available at: http://trace.tennessee.edu/jaepl/vol10/iss1/5
Creative Writing Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Educational Methods Commons, Educational Psychology Commons, English Language and Literature Commons, Instructional Media Design Commons, Liberal Studies Commons, Other Education Commons, Special Education and Teaching Commons, Teacher Education and Professional Development Commons