Evaluating change: Strategies for borrowing from alternative education

Uhrmacher, P. Bruce

doi:10.1080/00405849709543749

Cited by 9 publications

(7 citation statements)

References 2 publications

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“…Ideas and practices from one context cannot be introduced successfully in another without giving careful thought to the differences between those contexts -the differing mix of practices, educational ideas, worldviews, and so on (Uhrmacher 1997). The questions posed by this process -for both Steiner Waldorf and 'mainstream' education -are more profound than the issues highlighted by Clouder above.…”

Section: Resultsmentioning

confidence: 94%

Spiritual Values in Education: Lessons from Steiner?

Woods¹,

O’Neill

Woods

1997

International Journal of Children's Spirituality

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This paper undertakes what might be described as an exploratory consideration of Steiner Waldorf education to see what light such an examination might throw upon and contribute to policy debates on spiritual education 1 . The paper seeks, through this, to further dialogue between Steiner Waldorf education and the 'mainstream' approaches to schooling represented in the UK state system, and considers possible research directions and policy strategies.

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Section: Resultsmentioning

confidence: 94%

Spiritual Values in Education: Lessons from Steiner?

Woods¹,

O’Neill

Woods

1997

International Journal of Children's Spirituality

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“…Lack of originality and poor cognitive power. Originality is the core feature of the transmission of the ideological and political education by official WeChat of colleges and universities in micro media (Uhrmacher, 1997). From the survey results of Table 3, we can see that 46.5% college students think that the ideological and political education has less originality, and far away from the actual life of students, most focusing on the news and the main perspective.…”

Section: Deficiencies and Causes Of Ideological And Political Educatimentioning

confidence: 99%

Innovative Methods of Ideological and Political Education for College Students Based on Ideological Cognition Science

Yu¹

2018

EDUC SCI-THEOR PRACT

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This study takes the innovative method of college students' ideological and political education as the research objective, and uses literature analysis method, subject reference method, questionnaire method and other research methods to investigate and analyze the role played by the official WeChat public platform of colleges and universities in Shanxi Province in ideological and political education with a variety of data statistical analysis methods based on the brief description of the official WeChat ideological and political education and the operation mode of universities and colleges. From the perspective of cognition science of ideology, the study makes an objective analysis of the application of official WeChat in ideological and political education in colleges and universities and its shortcomings, and based on this, puts forward some strategies for enhancing the effectiveness of official WeChat in ideological and political education in colleges and universities in combination with the cognitive psychology of college students.

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“…"Borrowing" ideas and strategies depends on understanding the context from which an idea initiates and the motivating rationale behind it and knowing how the idea will play out in its new context, which includes awareness of aesthetic preferences (Uhrmacher, 1997).…”

Section: Notesmentioning

confidence: 99%

Toward a Theory of Aesthetic Learning Experiences

Uhrmacher

2009

Curriculum Inquiry

Self Cite

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The purpose of this article is to reveal ways to provide the opportunity for students to have aesthetically engaged learning experiences. Using John Dewey's ideas from Art as Experience as a framework, the author uses aesthetic theory to show how such ends can be reached. In addition, he suggests six themes that teachers can draw upon to help students attain engaged learning experiences. The themes, which are elaborated upon fully in this article, include connections, active engagement, sensory experience, perceptivity, risk taking, and imagination. In addition to providing engaged learning, the upshot of providing aesthetic learning experiences is likely to include student satisfaction, an increase in perceptual knowledge, episodic memory retention, meaning making, and creativity and innovation.

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Evaluating change: Strategies for borrowing from alternative education

Cited by 9 publications

References 2 publications

Spiritual Values in Education: Lessons from Steiner?

Spiritual Values in Education: Lessons from Steiner?

Innovative Methods of Ideological and Political Education for College Students Based on Ideological Cognition Science

Toward a Theory of Aesthetic Learning Experiences

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