Research into the ways in which university students' perceptions of teaching, teachers, and asses... more Research into the ways in which university students' perceptions of teaching, teachers, and assessment affect their approaches to learning and so the quality of their academic understanding
... adults. Karagianni-Karagiannopoulou, Evangelia (1998) A comparison of the long-term effects o... more ... adults. Karagianni-Karagiannopoulou, Evangelia (1998) A comparison of the long-term effects of parental divorce on the possible selves of Greek and English young adults. PhD thesis, Institute of Education, University of London. ...
Only few studies have focused on how emotions, and especially how ways of relating with students,... more Only few studies have focused on how emotions, and especially how ways of relating with students, underlie learning in higher education. The academic demands and the nature of scientific knowledge increase anxiety in intensive learning situations. The article raises the paradox that, on the one hand, we want our students to acquire particular knowledge, but on the other hand we also want students to be able to make the knowledge that they acquire their own and develop personal understandings. The article follows a line of thought developed during the author's own experience of teaching, as a tutor of psychology, and during her experience of researching university students' approaches to studying and personal understanding. It is argued that aspects of the academic culture encourage regressed and surface elements of learning (see Entwistle & McCune, 2009) in which students work towards learning processes, the will to learn and sensitivity to context. In L. Zhang & R. Sternberg (Eds.), Perspectives on the nature of intellectual styles (pp. 29–62). New York: Springer) in which students work towards learning the same things as each other (including learning by rote or a predatory internalisation of the tutor and the subject). The wish of tutors to retain their power over students, their failure to appreciate students' faltering steps towards understanding, the value they place on answers which reflect their own perspective, and their narcissism and omnipotence, can result in their students feeling frustrated, humiliated, self-reproachful, vulnerable and dependent. It is suggested that an academic environment which is tolerant to paradox and the unexpected can increase the possibility of deep learning and relativistic reasoning. Such an environment is likely to increase students' tolerance of situations involving uncertainty and not knowing, enabling them to develop a more integrated self.
Research into the ways in which university students' perceptions of teaching, teachers, and asses... more Research into the ways in which university students' perceptions of teaching, teachers, and assessment affect their approaches to learning and so the quality of their academic understanding
... adults. Karagianni-Karagiannopoulou, Evangelia (1998) A comparison of the long-term effects o... more ... adults. Karagianni-Karagiannopoulou, Evangelia (1998) A comparison of the long-term effects of parental divorce on the possible selves of Greek and English young adults. PhD thesis, Institute of Education, University of London. ...
Only few studies have focused on how emotions, and especially how ways of relating with students,... more Only few studies have focused on how emotions, and especially how ways of relating with students, underlie learning in higher education. The academic demands and the nature of scientific knowledge increase anxiety in intensive learning situations. The article raises the paradox that, on the one hand, we want our students to acquire particular knowledge, but on the other hand we also want students to be able to make the knowledge that they acquire their own and develop personal understandings. The article follows a line of thought developed during the author's own experience of teaching, as a tutor of psychology, and during her experience of researching university students' approaches to studying and personal understanding. It is argued that aspects of the academic culture encourage regressed and surface elements of learning (see Entwistle & McCune, 2009) in which students work towards learning processes, the will to learn and sensitivity to context. In L. Zhang & R. Sternberg (Eds.), Perspectives on the nature of intellectual styles (pp. 29–62). New York: Springer) in which students work towards learning the same things as each other (including learning by rote or a predatory internalisation of the tutor and the subject). The wish of tutors to retain their power over students, their failure to appreciate students' faltering steps towards understanding, the value they place on answers which reflect their own perspective, and their narcissism and omnipotence, can result in their students feeling frustrated, humiliated, self-reproachful, vulnerable and dependent. It is suggested that an academic environment which is tolerant to paradox and the unexpected can increase the possibility of deep learning and relativistic reasoning. Such an environment is likely to increase students' tolerance of situations involving uncertainty and not knowing, enabling them to develop a more integrated self.
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