By Ivor F. Goodson (auth.), Ivor F. Goodson, Avril M. Loveless, David Stephens (eds.)
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Pedagogisk arbeid med eldre og verbal kreativitet (The tone and the glass: Educational work with elderly people and verbal creativity,. Kristiansand-S: Høyskoleforlaget. Van Manen, M. (1994). Researching lived experience. Human science for an action sensitive pedagogy. London, Ontario: The Althouse Press. Van Manen, M. (2001). Professional practice and ‘doing phenomenology’. Handbook of phenomenology and medicine, 457–474. Dordrecht: Kluwer Press. Van Manen, M. ) (2005). Writing in the dark. Phenomenological studies in interpretive inquiry.
72). Becoming genuinely acquainted with the worlds of our students, both real—as they are lived—and imagined—including their dreams and their greatest fears—is a very demanding, and dynamic project. As teachers we must demonstrate to our students that we think that we have something to learn from them, as well as some knowledge and skills to impart. teaching cannot be a process of transference of knowledge from the one teaching to the learner… Learning is a process where knowledge is presented 34 LEARNING FROM STORIES, STORIES OF LEARNING to us, then shaped through understanding, discussion and reflection (1998, pp.
We played with seeing things from a new perspective: as a snail sees it, the earth seen from space. Bertha let her old rose painted chest tell the family story on its journey through many generations, simultaneously weaving in the story of a nation’s journey from poverty into oil and richness. The personal and the political went together. A basic principle of ours was that of giving storytellers an audience. Stories must be shared. We live alone, we die alone, and we write alone. But a journey that is not shared is a poorer one.