دوره 1، شماره 3 - ( 10-1399 )                   جلد 1 شماره 3 صفحات 54-41 | برگشت به فهرست نسخه ها


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چکیده:   (1222 مشاهده)
So much of our education system today is controlled by targets “getting pupils through exams” accountability everywhere you look. However, this drive for learning facts after facts has meant we have totally alienated students not only from society but from themselves and more importantly their own autonomy/agency in learning - very necessary qualities to effectively succeed in Higher Education. The unexpected arrival of Covid-19 has forced us all to reset and rethink. It has given us additional time to reflect and find out who we are. Many of us have turned to the arts and /humanities. During the lockdown, I have been reading widely – a diverse range of non-pedagogical literature. This has provided me through these writings with some ideas that indicate ways we might create a more holistic educational approach that encourages leadership and global citizenship. This review will describe how art and poetry (in particular Eliot); diverse literatures, creative oral and written communication might be used as tools. The aim is to find ways to stimulate and maintain trust and compassion and advance excellent teaching, leadership and employability skills. It will also illustrate how the use of art and visceral skills may enhance cognition towards deeper more critical thinking and further how these can enhance student emotional self-regulation, confidence and voice. Such strategies can be pivotal in stimulating, enriching and educating towards social justice, equality and diversity when planning to lead courses of national and international students in Higher Education.
     
نوع مطالعه: پژوهشي | موضوع مقاله: تخصصي
دریافت: 1399/7/24 | پذیرش: 1399/10/24 | انتشار: 1399/11/2

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