Chapter 8
Chapter 8
Chapter 8
100
...the whole person is made up of these three aspects...(p. 189).
What are mind, body, and spirit?
100
...a theoretical perspective of uniting cognition and culture...(p. 196).
What is Cheville's concept of embodied cognition?
100
...the field of adult education has facilitated this form of learning due to its recognition of experience in learning...(p. 209).
What is learning through narrative?
200
...sacred space includes...(p. 204).
What are dialogue, respect, and accountability?
200
...frequently learning is made sense through this vehicle of learning...(p. 190).
What is storytelling?
200
...stories, which are the earliest and most basic form of making sense of live...(p. 208).
What are narratives?
300
...to the extent that experience has been surpased...(p.190).
What is the creation of knowledge?
300
...facilitates meaning-making of daily experiences...(p. 192).
What are noncognitive dimensions of learing?
300
...a role playing exercise conducted by Crowdes' students...(p. 193).
What is bowing?
400
...the purpose of encouraging spiritual development through dialogue...(p. 205).
What are interpersonal connections and interchanges among people?
400
....the authors of the textbook considered this has been long ignored...(p. 200).
What is a spiritual side to our learning?
400
...the uncultured, unrestrained condition of human nature...(p. 191).
What is creatureliness?
500
...an established group with codes of conduct and personal connection with the sacred...(pp. 200-201).
What is the difference between religion and spirituality?
500
...Beckett and Morris (2001) provided to ESL classroom examples of...(pp. 196-197).
What is ontological performance?
500
...creativity, imagination, and openness may foster...(p. 204).
What is spirituality in adult learning?
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