Titlebook: Humanistic Pedagogy Across the Disciplines; Approaches to Mass A Amy E. Traver,Dan Leshem Book 2018 The Editor(s) (if applicable) and The A

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未開化

leniency

干旱

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Incarceration Through the Lens of Genocide and Restorative Justiceetween students and the women were recorded, and students’ written reflections revealed profound insights into the humanity of formerly incarcerated individuals and the harm that can be perpetuated in and by the criminal justice system.

BURSA

Connecting the Dots: Backward Course Design, Arts Education, and Teaching the Holocaustnocide.” Course learning outcomes of empathy expansion through kinesthetic expression align with QCC outcomes regarding cultural awareness, civic engagement, and applying concepts to life. The chapter describes learning activities, provides evidence of student learning, and considers future avenues for course design and research.

HAWK

Using Campus Resources and Problem-Based Learning to Prepare Students to Become Global Citizenstheir own. The chapter details the impetus, design, and layout of the project, and it provides reflections from the professor and students on the ways in which the project facilitated students’ experiences with global education.

無(wú)意

,Introduction: Humanistic Pedagogy Across the Disciplines—Approaches to Mass Atrocity Education in tnd a diverse student body without personal or conceptual connection to the Holocaust, genocide, or mass atrocity. This chapter explores how, where, when, and why to teach these subjects within and beyond the community college context. It ties the volume’s chapters to Montaigne’s notion of the “Essai

吹牛需要藝術(shù)

Arts-Based Approaches to Mass Atrocity Educationic Responses to Genocide,” reviews the pedagogical theories that led him, and other colleagues, to practice mass atrocity education through an arts lens. He explores foundational ideas in higher education; provides examples of arts-based/creative educational approaches to the study of genocide; and