Interview with Professor Meira Levinson: Democracy, dilemmas and educational ethics

2019 ◽  
Vol 9 (2) ◽  
pp. 109-119 ◽  
Author(s):  
Daniella J Forster ◽  
Amy McPherson ◽  
Samuel Douglas
Keyword(s):  
Decision Making ◽  
Graduate School ◽  
Citizenship Education ◽  
Youth Activism ◽  
School Of Education ◽  
Philosophical Approach ◽  
Harvard Graduate School ◽  
Educational Ethics ◽  
The University ◽  
Network Project

In the following interview, Meira Levinson (Harvard Graduate School) discusses the field of educational ethics and how it can enhance justifiable youth activism to enact citizenship education and recover democracy. She introduces readers to her philosophical approach for developing normative case studies that aim to be inclusive of divergent views on knowledge and value in schooling. Professor Levinson visited the School of Education at the University of Newcastle, Australia, in August 2018, to advise the Educational Ethics: Dilemmas of Diversity Network project team. During her visit she discussed with local teachers and school leaders about how educational practices can ethically address differences, diversities and decision-making in pluralist democracies.

A Project Zero Model Classroom in a Malaysian Culture

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Normah Abdullah ◽  
Laura Christ Dass ◽  
Siti Akmar Abu Samah
Keyword(s):  
Undergraduate Students ◽  
Graduate School ◽  
Classroom Teaching ◽  
Classroom Setting ◽  
School Of Education ◽  
School Settings ◽  
Harvard Graduate School ◽  
Culturally Different ◽  
Visible Thinking ◽  
Teacher's Perception

This paper is taken from a bigger study aimed at trialing a Western learning model in a Malaysian context where it is yet to be tested by previous research. The Visible Thinking (VT) Project of Project Zero research is used as benchmark for this study. A summary of selected PZ research projects presented in this paper highlights the learning benefits of establishing patterns of thinking within the classroom as projected by PZ studies of Harvard Graduate School of Education, the hallmark institution. Many aspects of classroom teaching have been shown by PZ research to enhance learning, this paper will focus on a Malaysian undergraduate classroom that has decided to trial this highly recommended model using a framework derived from PZ school settings. Part of the focus of the study was to check if the ideas and paradigms are transferable to a Higher Education ESL context of a culturally different setting in terms of the manifestations of classroom interactions, students’ and teacher’s perception of it as well as from the researcher’s observation of this classroom in session. The literature on the findings of VT project, mainly the thinking routines employed, the importance of establishing thinking routines in the classroom and examples of instances where these routines were visible in the classroom contexts are the summarized in this paper. Most of PZ research was conducted in school classrooms in a Western setting. This study prides itself in taking PZ research to a whole new level to study undergraduate students in a Malaysian classroom setting.

scholarly journals Transformations: On Contingent Form in University Studio Teaching with Two Case Studies

2019 ◽  
Author(s):  
Michael Jasper
Keyword(s):  
Urban Design ◽  
Professional Practice ◽  
Graduate School ◽  
Architecture Education ◽  
Conceptual Tool ◽  
Social Challenges ◽  
Cornell University ◽  
Modest Contribution ◽  
Harvard Graduate School ◽  
The University

This paper begins to ask by what means and in what form might the university studio functionsothatitcontributestoinflectingthebiases,limits, and reserves of architecture to allow it to better adapt to changing environmental and social challenges? More generally, the paper aims to contribute to debates concerned with the manner by which the university studio can be the site not just for training in design processes but for knowledge production as well. The paper frames an approach to these ambitions through a brief comparative analysis of a multi-yearstudiodeliveredbyPeterEisenman at the Harvard Graduate School of Design (1981-1985) and a limited cycle of studios completed under Colin Rowe in his Urban Design Studio, Cornell University, with a focus on urban-scale projects undertaken under Rowe’s direction in those same years. Two hypotheses underlie the paper. The first is that the Eisenman and Rowe studios extend and transform ideas and composition devices treating the contingent over the abstract and that such teaching systems might aid in development of a practice that begins to address changing complexities and the call for new forms of knowledge. The second hypothesis is that contingent form is a potentially innovative composition strategy and conceptual tool, one awaiting theorisation and resuscitation. The paper adds to scholarship on architecture education, makes a modest contribution to EisenmanandRowestudies,andaddressesaspectsofconferenceTheme3Education and Professional Practice Across Borders.

State Literacy Plans: Incorporating Adolescent Literacy

2008 ◽  
Vol 78 (1) ◽  
pp. 211-230 ◽  
Author(s):  
CATHERINE SNOW ◽  
TWAKIA MARTIN ◽  
ILENE BERMAN
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Best Practices ◽  
Graduate School ◽  
Reading Skills ◽  
Adolescent Literacy ◽  
Higher Education Institutions ◽  
State Level ◽  
School Of Education ◽  
Harvard Graduate School

In this article, Catherine Snow, Twakia Martin, and Ilene Berman describe professional development institutes offered in 2001 and 2002 by the Harvard Graduate School of Education and the National Governors Association Center for Best Practices to familiarize state-level policymakers with research on adolescent literacy and to guide states' development of effective literacy plans. The authors then review the literacy plans that four of the participating states developed in the years following their institute involvement and discuss ways in which the content of the literacy institutes is reflected in these states' plans. In conclusion, the authors call on higher education institutions to help state policymakers develop and evaluate initiatives intended to increase adolescents' reading skills. They also call for broader cross-state comparisons of states' strategies for improving adolescent literacy.

Cornel West on Heterosexism and Transformation: An Interview

1996 ◽  
Vol 66 (2) ◽  
pp. 356-368 ◽  
Author(s):  
Vitka Eisen ◽  
Mary Kenyatta
Keyword(s):  
Graduate School ◽  
White Supremacy ◽  
The United States ◽  
Board Members ◽  
Harvard Educational Review ◽  
School Of Education ◽  
Special Issue ◽  
Harvard Graduate School ◽  
Cornel West

In the fall of 1995, deep in the midst of shaping and developing this Special Issue, several Harvard Educational Review Editorial Board members had the opportunity to hear philosopher and scholar Dr. Cornel West speak at the Harvard Graduate School of Education. They enthusiastically reported back to us that in his talk, West, who is Professor of Afro-American Studies and of the Philosophy of Religion at Harvard, drew explicit and repeated connections between White supremacy, patriarchy, and heterosexism. At the time, we were searching for an article that would illuminate the deep ties between different forms of oppression in the United States. We envisioned an article that would serve as a bridge from the diverse topics represented within this Special Issue to broad systems of power, privilege, and domination. Inspired by Dr. West's articulation of the above issues, as well as by his focus on democratic struggles for liberation, we asked him if he would be willing to be interviewed for our Special Issue.

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