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Open-mindedness is receptiveness to new ideas. Open-mindedness relates to the way in which people approach the views and knowledge of others. [1] Jason Baehr defines an open-minded person as one who "characteristically moves beyond or temporarily sets aside his own doxastic commitments in order to give a fair and impartial hearing to the intellectual opposition". [2]
Adaptation and modification to established curriculum serve as an example of an approach to preserving minority group culture. [4] Brief sensitivity training, separate units on ethnic celebrations, and closer attention paid to instances of prejudice, are examples of minimal approaches, which are less likely to reap long term benefits for students.
The fourth and final tenet of feminist education is, "Development of critical thinking skills/open-mindedness". [15] Classrooms actively engaging in this tenet encourage students to think for themselves and prompt them to move beyond their comfort zones, working outside the bounds of the traditional lecture-based classroom.
An example of an institutional practice in line with open education would be decreasing barriers to entry, for example, eliminating academic admission requirements. Universities which follow such practices include the Open University in Britain, Athabasca University and Thompson Rivers University, Open Learning in Canada and the Open University ...
The idea of the open classroom was that a large group of students of varying skill levels would be in a single, large classroom with several teachers overseeing them. It is ultimately derived from the one-room schoolhouse, but sometimes expanded to include more than two hundred students in a single multi-age and multi-grade classroom. Rather ...
Intellectual humility is a metacognitive process characterized by recognizing the limits of one's knowledge and acknowledging one's fallibility. It involves several components, including not thinking too highly of oneself, refraining from believing one's own views are superior to others', lacking intellectual vanity, being open to new ideas, and acknowledging mistakes and shortcomings.
UbD is an example of backward design, the practice of looking at the outcomes first, and focuses on teaching to achieve understanding. It is advocated by Jay McTighe and Grant Wiggins (1950-2015) [ 2 ] in their Understanding by Design (1998), published by the Association for Supervision and Curriculum Development . [ 3 ]
Within the open educational resources movement, the concept of OER is active. [175] Consider, for example, the conceptions of gratis versus libre knowledge as found in the discourse about massive open online courses, which may offer free courses but charge for end-of-course awards or course verification certificates from commercial entities.