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上传于：2016-02-02

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    188宝金博页面版: You are that An Upanishadic approach to empathic writing instruction in a high school social science course

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    内容提示： YOU ARE THAT: AN UPANISHADIC APPROACH TO EMPATHIC WRITING INSTRUCTION IN A HIGH SCHOOL SOCIAL SCIENCE COURSE Andrew Davis 120 Pages August 2014 This dissertation reports the results of a qualitative research project investigating an approach to composition instruction in a high school social studies course that is based on the Upanishadic concept of tat tvam asi (you are that). Research for this study was conducted while the researcher taught a section of Non-West History to hi...

    文档格式：PDF | 页数：129 | 浏览次数：55 | 上传日期：2016-02-02 11:47:03 | 文档星级：
    YOU ARE THAT: AN UPANISHADIC APPROACH TO EMPATHIC WRITING INSTRUCTION IN A HIGH SCHOOL SOCIAL SCIENCE COURSE Andrew Davis 120 Pages August 2014 This dissertation reports the results of a qualitative research project investigating an approach to composition instruction in a high school social studies course that is based on the Upanishadic concept of tat tvam asi (you are that). Research for this study was conducted while the researcher taught a section of Non-West History to high school juniors and seniors. This dissertation addresses the issues involved in the teaching of writing in a high school social science course. Specifically it focuses on the issues involved when a teacher attempts to construct a class that engages students to read and write in ways that promote empathic understanding of the other. To make this argument, data were collected in Non-West History courses taught in 2012. This dissertation argues that writing in a social science class should not be limited to research papers and essay tests. Further, this dissertation agues (citing the work of Jeremy Rifkin, J. Krishnamurti, Carl Rogers, Rollo May, Thomas Merton, and S. Radhakrishnan) that writing assignments should also be given that promote the empathic awareness based on the Upanishadic concept of tat tvam asi—you are that. Further, this study offers an argument that writing in Social Studies classes should not be just about “conveying information”

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