living person whose life was being told required a historical/empirical differentiation in the complex relationship between individuals and their past and present environment. This again posed new questions about the theorizing of the learner subjectivity. The narrators were interpreting their own lives
where the ideas were well motivated and the activities had a purpose. I.e. liberate a historical insight from its current re-interpretations and “take it back where it belonged”. As for women’s experience the process is obviously doubled along with critical events in the life course: Motherhood and wage
sculpting me. Living alone for an extended length of time in a couple of foreign countries, and traveling alone in many more, made me learn about who I am, the place and people I came from, my cultural and spiritual background, perhaps more than what I learned about the hosting country and people
? Whether it is better or not, according to certain criteria, one could still choose to collaborate as a way of living one’s life.
In this chapter we discuss the scenario of a Japanese ‘western’, taken from one of the best films ever, Seven Samurai (1954) by Akira Kurosawa. It is a work of fiction
and provide a more clear and useful idea of what collaboration is and is not, arguing that life would be better if we all collaborated. But before dealing with these issues, in an attempt to motivate some readers, we address the question: why collaborate ?
stupid and arrogant to suppose that any of these meanings (within cultures) can in any way be prescribed: they are made by living people, made and remade, in ways that we cannot know in advance’. The Marxist interpretation of culture, he argued, could never be accepted so long as it retained a directive
movement. The Deweyan progressive school was to be part of the larger whole of a functional social life in such a way that teaching was based on the social activities of the surrounding community. Through various kinds of work-related activities and projects, schoolwork could become part of the child
, emergency life plans, money management). While UYP students find themselves learning about a new “community”—the university setting—they also focus on finding and solving problems within the local community using an independent investigation process. 2.2 Characteristics of Independent Investigations
, direct experience, and the actual life of the community in a methodological manner. During those times, different methods of reform-pedagogical teaching were applied in schools, following the use of the fundamentals of correlated, fused, core, comprehensive, and experience-based curricula (for curriculum
introduced to the scenario in a pre-simulation briefing session:
Welcome to Farziland! You have just entered a country filled with the hopes and dreams of attaining an increased standard of living through education […] The goal of the simulation is to work as individuals and a group to increase the