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Dialogues in Process Education is a monthly topic sheet that offers up four
thought-provoking articles for discussion. With six months worth of content
to explore, the chances are good that there's something there to pique your
interest and motivate you to join in the dialogues. Here are some highlights
from the most recent issue:
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A Relevant Course of Study?
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Given current and projected economic conditions, there is
increasing pressure on universities and colleges to graduate
students who are ready to enter the workforce in a meaningful way;
for programs, majors, and courses of study to be immediately
relevant to a vocation...but do these pressures, many of which come
directly from students, equate to real relevance or merely student
perceptions of what constitutes a relevant education? |
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Remain Calm: Let's Change Evaluation into Assessment
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The first stage of recasting evaluation feedback as
assessment information involves a
mind-set change on
the part of the person who has been evaluated. The key components of the
mind-set change are 1) the evaluation feedback must be reviewed in a
relaxed and non-defensive way and 2) one must consider the evaluator’s
perspective and the motive for the evaluation. But how do we go about
helping learners experience that mind-set change? Do we even have the
skills to do it effectively ourselves? |
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The Trap of Unconscious Competence?
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This article introduces the Conscious Competence
Ladder with its levels of awareness of knowing or competence. While
"unconscious competence" is recognized within this paradigm as being the
"expert level," we ask whether the unconscious aspect of that competence
might not actually lead to a kind of skills stagnation. (There is
already an interesting discussion on this topic!) |
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Notes from a Sage on the Stage
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We excerpt an article from the Chronicle of Higher
Education where the author defends the paradigm of the "Sage on the
Stage" and takes on the model of "Guide on the Side". We decided that
this is a debate worthy of opening up to our own readers and
practitioners. Come see what all the fuss is about, what we've had to
say and have your own say! |
These four articles are typical of each issue of Dialogues. Our goal is to
poke, prod, test, try, question, introduce, play devil's advocate, and
wonder how clothed the emperors of education really are. This is not a
top-down, authoritative publication but rather an arena where we use the
lens of Process Education to look at the theories and practices of
education. Very little is off-limits — especially not our own favorite paradigms
and practices!
If you're interested in learning more, experiencing a sample issue,
or
subscribing to Dialogues, simply click anywhere in the image below.
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