Difference between revisions of "Civic Intelligence in Education"

From civicintelligence
m (Created page with ' The template for the basic "perspective" chapter follows this paragraph. The original template (possibly revised) is in Introduction_to_Section_II. (After the chapter is fu…')
 
m
Line 1: Line 1:
 
 
The template for the basic "perspective" chapter follows this paragraph. The original template (possibly revised) is in [[Introduction_to_Section_II]].  (After the chapter is further along — and the template structure is more-or-less finalized, we can remove this extra verbiage.)
 
The template for the basic "perspective" chapter follows this paragraph. The original template (possibly revised) is in [[Introduction_to_Section_II]].  (After the chapter is further along — and the template structure is more-or-less finalized, we can remove this extra verbiage.)
 +
 +
The basic Plan has four parts:
 +
 +
(1) A Introduction to the perspective
 +
 +
(2) One or more case studies that show different facets of this perspective. Our decision was, as much as it's possible, not to artificially separate thinking and doing. At the same time we do want to present a variety of approaches, some of which will be better suited for think-work and some will be better suited for action (that plays out in the "real" (or material?) world.
 +
 +
(3) Conclusions
 +
 +
(4) Finally, a section that includes text book like end-of-chapter exercises, questions for the student, suggested activities, etc.

Revision as of 13:58, 17 May 2011

The template for the basic "perspective" chapter follows this paragraph. The original template (possibly revised) is in Introduction_to_Section_II. (After the chapter is further along — and the template structure is more-or-less finalized, we can remove this extra verbiage.)

The basic Plan has four parts:

(1) A Introduction to the perspective

(2) One or more case studies that show different facets of this perspective. Our decision was, as much as it's possible, not to artificially separate thinking and doing. At the same time we do want to present a variety of approaches, some of which will be better suited for think-work and some will be better suited for action (that plays out in the "real" (or material?) world.

(3) Conclusions

(4) Finally, a section that includes text book like end-of-chapter exercises, questions for the student, suggested activities, etc.