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There is a controversy regarding the relationship between theory and practice in the field of pedagogy with no final decision on how to model it. From our perspective, theories concerning educational science are especially promising if they face the challenges associated with diverse educational practices and their special circumstances. As the central task we consider the development of a notion of the explicit as well as of the tacit side of practices and of the necessity to reflect these two. Looking at educational practices is not reduced to the explicit decisions concerning aims, subjects, schedules, social settings, etc., in the diverse pedagogical fields. It also entails the examination of the inexplicable knowledge on which social relations are based. Aesthetical dimensions of education like sensual perceptions and time-space-object relations then are important frames of the practical orientation. Furthermore, corporal dispositions and influences of non-formal learning on formal learning situations are explored. The incidental scenery formed by these tacit factors might open and broaden, or it might also close and restrict the significant ways of teaching and learning; it might empower learners and teachers in understanding, transcending, and creating the world, or constrain them in doing this.

"Dancing Across Borders presents formal and informal settings of dance education where initiatives in different countries transcend borders: cultural and national borders; subject borders; professional borders and socio-economic borders. It includes chapters featuring different theoretical perspectives on dance and cultural diversity, alongside case narratives that show these perspectives in a specific cultural setting. In this way, each section charts the processes, change, and transformation in the lives of young people through dance. Key themes include how student learning is enhanced by cultural diversity, experiential teaching and learning involving social, cross-cultural and personal dimensions. This conceptually aligns with the current UNESCO protocols that accent empathy, creativity, cooperation, collaboration alongside skills and knowledge -based learning in an endeavour to create civic mindedness and a more harmonious world. This volume is an invaluable resource for teachers, policy makers, artists and scholars interested in pedagogy, choreography, community dance practice, social and cultural studies, aesthetics, and inter-disciplinary arts. By understanding the impact of these cross-border collaborative initiatives, readers can better understand, promote and create new ways of thinking and working in the field of dance education for the benefit of new generations"--

Social science departments, both nationally and internationally, market boundless career destinations for their graduates but fail to identify the pathways to these lucrative destinations, and appear oblivious to the social forces that threaten their existence, such as the discerning parent's investment in their offspring's education and mounting individual student debt. This book responds to these social forces, drawing on Michael Burawoy's model of Public Sociology to show how a research-centred experiential internship provides opportunities for students to draw on their prior learning and realise their potential to create pathways towards employment. The author demonstrates how a specific, research-based course leading to employment with a non-government organisation or government department was evaluated and incrementally developed, giving voice to its multiple beneficiaries. Designed for university teachers, this book will appeal to those in social science departments who are using an internship, service learning or capstone model for their senior undergraduate classes.

Intro -- Acknowledgements -- Contents -- Contributors -- 1 Exploring Your Own Local Economy Using Adam Smith -- 1.1 Introduction -- 1.2 Lessons from Adam Smith -- 1.2.1 Critical Reading -- 1.3 Experiential and Community-Based Learning -- 1.4 Course Layout -- 1.5 Visiting Area Businesses -- 1.6 The Logistics -- 1.7 Student Learning and Evaluation -- 1.8 Conclusion -- References -- 2 Extra-Curricular Undergraduate Student Field Trips -- 2.1 Introduction -- 2.2 Basic Requirements -- 2.3 Four Examples -- 2.3.1 Late Afternoon Trip to Local Factory: Progress Rail -- 2.3.2 All Day Trip to Indianapolis -- 2.3.3 Three-Day Trip to Chicago -- 2.3.4 Spring Break Trip to New York City and AIER -- 2.4 Conclusions -- References -- 3 Economic Journeys in Alaska -- 3.1 Introduction -- 3.2 Learning Objectives -- 3.3 Logistics -- 3.4 Schedule and Assignments -- 3.5 Process and Required Materials -- 3.6 Tips -- 3.7 Conclusion -- References -- 4 Off-Campus Colloquia as Immersive Study and Active Learning: Capitaf, Milton and Rose Friedman's Home -- 4.1 Introduction -- 4.2 Benefits of Off-Campus Study -- 4.3 The Capitaf Immersive Study Program -- 4.3.1 Participation -- 4.3.2 Funding and Contacts -- 4.4 Colloquia Learning Objectives and Structures -- 4.5 Program and Discussion Structure -- 4.5.1 Days One and Two -- 4.5.2 Day Three -- 4.6 Day Four -- 4.6.1 Day Five -- 4.7 Impact on Learning -- 4.8 Conclusion -- References -- 5 Faculty Professional Development Through International Experiences -- 5.1 Introduction -- 5.2 A Review of the Literature on the Benefits of International Teaching Experiences -- 5.3 How Teaching Abroad Enhanced My Teaching Tools and Skills -- 5.4 Develop New Perspectives on Your Teaching -- 5.5 Engage in Curriculum Development/Evaluation and Faculty Training -- 5.6 Use Social Media to Connect Communities Internationally &.

In an era in which environmental education has been described as one of the most pressing educational concerns of our time, further insights are needed to understand how best to approach the learning and teaching of environmental education in early childhood education. In this book we address this concern by identifying two principles for using play-based learning early childhood environmental education. The principles we identify are the result of research conducted with teachers and children using different types of play-based learning whilst engaged in environmental education. Such play-types connect with the historical use of play-based learning in early childhood education as a basis for pedagogy.? In the book 'Beyond Quality in ECE and Care' authors Dahlberg, Moss and Pence implore readers to ask critical questions about commonly held images of how young children come to construct themselves within social institutions. In similar fashion, this little book problematizes the taken-for-grantedness of the childhood development project in service to the certain cultural narratives. Cutter-Mackenzie, Edwards, Moore and Boyd challenge traditional conceptions of play-based learning through the medium of environmental education. This book signals a turning point in social thought grounded in a relational view of (environmental) education as experiential, intergenerational, interspecies, embodied learning in the third space. As Barad says, such work is based in inter-actions that can account for the tangled spaces of agencies. Through the deceptive simplicity of children's play, the book stimulates deliberation of the real purposes of pedagogy and of schooling. Paul Hart, University of Regina, Cana.

Contents: Preface: three key challenges to advancing entrepreneurship education and pedagogy -- Part I: Leading edge research perspectives -- 1. What I've learned about teaching entrepreneurship: perspectives of five master educators / Bill Aulet, Andrew Hargadon, Luke Pittaway, Candida Brush and Sharon Alpi -- 2. Pivotal moments in the history of the United States association for small business and entrepreneurship: an interpretive history of a remarkable journey / Pat Dickson -- 3. Entrepreneurship education: a qualitative review of US curricula for steady and high growth potential ventures / Nawaf Alabduljader, Ravi S. Ramani and George T. Solomon -- 4. Business and educational entrepreneurship: purpose and future / Ying Zhang -- 5. Visualizing entrepreneurship - using pictures as ways to see and talk about entrepreneurship in education settings / Katatarina Ellborg -- 6. Cross-cultural entrepreneurship education: localization amidst globalization / Cesar Bandera, Aurélien Eminet, Katia Passerini and Kevin Pon -- 7. The business plan: reports of its death have been greatly exaggerated / Jerome A. Katz -- 8. Younggeun Lee, Patrick Kreiser, Alex H. Wrede, and Sanvisna Kogelen, Examining the role of university education in influencing the development of students' entrepreneurship capabilities / Younggeun Lee, Patrick Kreiser, Alex H. Wrede and Sanvisna Kogelen -- 9. Internet of Things (IoT) and entrepreneurship education: opportunities and challenges / Raj V. Mahto, William McDowell, Sandipen Sen and Saurabh Ahluwalia -- 10. Entrepreneurship education in action: a matrix of competencies for a Bachelor's degree program / Yury Rubin, Michael Lednev and Daniel Mozhzhukhin -- 11. Entrepreneurship as a political tool: the implications of compensatory entrepreneurship / Benson Honig -- 12. Examining differences in students' entrepreneurship self-efficacy in curricular and co-curricular entrepreneurship education programs / Prateek Shekar, Aileen Huang-Saad and Julie Libarkin -- Part II: Model university entrepreneurship programs -- 13. Entrepreneurship at American University / Siri Terjesen and Hezun Li -- 14. Entrepreneurship at North Carolina State University / Jeffrey M. Pollack, Steve H. Barr, Timothy L. Michaelis, M.K. Ward, Jon C. Carr, Lewis Sheats and Gabriel Gonzalez -- 15. Entrepreneurship at Grove City College / Yvonne J. English -- 16. Entreprenuership at Miami University (Ohio) / Brett R. Smith and Tim R. Holcomb -- 17. Entrepreneurship at Aalto University / Olli Voula -- Part III: Best practice innovations inside and outside the classroom -- 18. Have a classmate tell your story / James D. Hart -- 19. Venture execution: the missing curriculum puzzle piece / Birton J. Cowden -- 20. Prototyping - a classroom exercise / Lee J. Zane and Andrew Zimbroff -- 21. The creator pedagogy: learning about entrepreneurship through authorship / Jeff Reid and Eric Koester -- 22. Social entrepreneurship education: global experiential learning and innovation in Enactus / Bastian Thomsen, Olav Muurlink and Talitha Best -- 23. Makerspace as an enabler for cross-campus, interdisciplinary collaboration and entrepreneurship education / Michael Dominik and Brandon Graham -- 24. Designing an S-STEM 5-Year program in engineering and entrepreneurship: a student centric approach / Charles H. Matthews, Anant Kukreti and Stephen W. Thiel -- 25. Teaching entrepreneurship as method: outcomes from 7 semesters of new venture expos / Eric W. Liguori, Giles T. Hertz and Nelson Sebra -- 26. Designing with purpose: advocating innovation, impact, sustainability, and scale in social entrepreneurship education / Jill Kickul, Lisa Gundry, Paulami Mitra and Lívia Berçot -- 27. Night of the living dead as a metaphor for entrepreneurship / Shelby Solomon -- 28. Capacity building for innovation and entrepreneurship on campus through a faculty certificate program / Cheryl Bodnar, Kimble Byrd and Linda Ross -- Index.

"With PISA tables, accountability, and performance management pulling educators in one direction, and the understanding that education is a social process embedded in cultural contexts, tailored to meet the needs and challenges of individuals and communities in another, it is easy to end up in seeing teachers as positioned as opponents to the 'system'. Jerome and Starkey argue that the United Nations Convention on the Rights of the Child (UNCRC, 1989) can provide a pragmatic starting point for educators to challenge some of these unsettling trends in a way which does not set up unnecessary opposition with policy-makers. They review the evidence from international evaluations, surveys and case studies about practice in human rights and child right education before exploring the key principles of transformative and experiential education to offer a robust theoretical framework that can guide the development of child rights education. They also draw out practical implications and outline a series of teaching and learning approaches that are values informed, aligned with children's rights and focused on quality learning"--

"With PISA tables, accountability, and performance management pulling educators in one direction, and the understanding that education is a social process embedded in cultural contexts, tailored to meet the needs and challenges of individuals and communities in another, it is easy to end up in seeing teachers as positioned as opponents to the 'system'. Jerome and Starkey argue that the United Nations Convention on the Rights of the Child (UNCRC, 1989) can provide a pragmatic starting point for educators to challenge some of these unsettling trends in a way which does not set up unnecessary opposition with policy-makers. They review the evidence from international evaluations, surveys and case studies about practice in human rights and child right education before exploring the key principles of transformative and experiential education to offer a robust theoretical framework that can guide the development of child rights education. They also draw out practical implications and outline a series of teaching and learning approaches that are values informed, aligned with children's rights and focused on quality learning."--

Intro -- Acknowledgments -- Introduction -- Contents -- Part I: A Phenomenological Conception of Experiential Justification -- Chapter 1: Motivating PCEJ -- 1.1 What Is PCEJ? -- 1.2 Initial Motivation for PCEJ -- 1.3 Motivating PCEJ via a Recent Controversy -- 1.4 Defending PCEJ Against a Recent Objection -- Chapter 2: Perceptual Justification -- 2.1 Different Versions of PCEJ in Current Analytic Epistemology -- 2.2 Epistemic Desiderata: Problems for Current Versions of PCEJ -- 2.2.1 Degrees of Justification -- 2.2.2 Empty Seemings -- 2.2.2.1 Cognitive Malfunction -- 2.2.3 Phenomenological Adequacy -- 2.2.3.1 Wishful Thinking -- 2.3 Phenomenology of Self-Givenness -- 2.3.1 The Basic Idea -- 2.3.2 Clarifications -- 2.4 Fulfilling the Epistemic Desiderata -- Chapter 3: Intuitional Justification -- 3.1 Perceptual Learning -- 3.2 What Are Intuitions? -- 3.3 Mathematical Intuitions: Towards a Phenomenological Clarification -- 3.4 Intuitional Learning -- 3.5 Cases of Intuitional Learning -- 3.5.1 Prime Number -- 3.5.2 Pythagoras -- 3.6 Intuition vs. Strong Conviction: Negative Multiplication -- 3.7 Epistemological Lessons from Intuitional Learning -- Chapter 4: How to Supplement Mentalist Evidentialism: Phenomenological Principles Are the Fundamental Epistemological Principl... -- 4.1 Introducing and Motivating Mentalist Evidentialism -- 4.2 Best Explanationism -- 4.3 Problems for Explanationism -- 4.3.1 Is EME Internalist? -- 4.3.2 EME Is Neither Foundationalist Nor Coherentist -- 4.3.3 The Charge of Overintellectualization -- 4.3.4 Degrees of Justification Made Difficult -- 4.3.5 Is Epistemic Justification Grounded in Non-normative Terms? -- 4.4 Phenomenological Mentalist Evidentialism -- 4.5 Virtues of PME -- 4.5.1 PME Is Internalist -- 4.5.2 PME Is Foundationalist -- 4.5.3 No Overintellectualization -- 4.5.4 Degrees of Justification Made Easy.

"Externship Pedagogy and Practice is an in-depth exploration of how to design, structure, evaluate, and teach law school externship courses. The book will be an essential resource for experienced and new externship faculty, law school administrators, and externship site supervisors. One of the ways law schools have responded to the demand for more experiential education is by expanding externship courses and faculty. In recent years, dramatic changes in the use of technology in law practice and recognition of the impact of bias on the justice system have influenced legal education, including externship courses. Law schools are also considering how to better integrate their externship programs into their law school curriculum. While there are a number of excellent books on how to design and teach in-house clinical courses, to date there is no comprehensive book on best practices for designing and teaching externship courses. This book fills that gap. The book starts by describing the essential characteristics of all externship courses and explaining the ABA Standards and other regulations governing externships. The next section focuses on program design, including types and locations of placements, credit hours, selecting and evaluating supervisors, establishing and assessing program learning outcomes, and designing individual courses. The third section focuses on teaching the externship course, with chapters on faculty-guided reflection, class topics for general and subject-specific courses, teaching techniques, and using online technology. Each of these chapters includes multiple examples of in-class and out-of-class assignments, discussion and reflection topics, and other tools for successful teaching. The final section is specifically geared towards externship site supervisors and describes best practices for supervision, feedback, and ethical duties. The book provides comprehensive guidance to ensure that both long-standing and relatively new externship programs and courses provide excellent learning experiences for students that are a high-quality component of a school's experiential curriculum"--

1. On the Uses and On-going Relevance of Pragmatism for Communication Studies (Robert Danisch) -- 2. Richard McKeon in the Pragmatist Tradition (Peter Simonson) -- 3. Hu Shi's Search for the "Chinese Sophist" and "Spirit of Courageous Doubt" (Rya Butterfield) -- 4. Echoes of Pragmatism in India: Bhimrao Ambedkar and Reconstructive Rhetoric (Scott R. Stroud) -- 5. The Art of Adjustment: Ralph Ellison's Pragmatist Critique of Irving Howe (Jansen B. Werner) -- 6. Living Pragmatism: Alice Dewey's Open-Minded Approach to Experiential Education and Cross-Cultural Immersion (Karen Shea & Krysten Manke) -- 7. The Accidental Pragmatist: Jonathan Haidt's Moral Psychology as Pragmatic Popular Science (Jeremy Smyczek) -- 8. Jane Addams' Rhetorical Ear: Teaching, Learning, and Listening in the Settlement House Model (Amy E. Dayton) -- 9. Emergent Publics, Public Emergencies: The Importance of John Dewey in Jane Bennett's Nonhuman Politics of Vital Materialism (Daniel P. Richards)

Video Game Experiential Marketing in Tourism: Designing for Experiences -- Mixed reality for Generation Z in cultural heritage tourism -- Virtual Reality: A Simple Substitute or New Niche? -- Video Games as a Media for Tourism Experience -- Travel planning for families with a disabled child, and how AI can improve tourism accessibility -- Leveraging Blockchain in Medical Tourism Value Chain -- Navigation by Revealing Trade-offs for Content-Based Recommendations -- Personalization of Multi-Day Round Trip Itineraries According to Travelers' Preferences -- Identifying the main service elements for customer-oriented live guided virtual tours -- Platform Stress in Hospitality - Focusing on the technology dimension -- Visualizing and Comparing Online Travel Reviews of the Great Walls: A Data Mining Approach -- Monitoring Human-Wildlife Interactions in National Parks with Crowdsourced Data and Deep Learning -- Exploring the utilitarian and hedonic value derived from tourism pre-experiences with virtual reality: differences between destinations and accommodations.

"Places That Matter : Knowing Your Neighborhood Through Data is for anyone who wants to learn the language (concepts) of research methods and to translate that language into action. Places that Matter is written with the of goal of both facing and easing these challenges by (1) transferring the intellectual energy required to learn the methods of research on to a place that matters; (2) systematically building readers' confidence to convert the abstract language of research into applied activity and action taking; and (3) guiding (really coaching) readers to create an action plan grounded in systematic research. Places that Matter is not a comprehensive overview of research methods. Rather, it is a book that seeks to build a solid conceptual and experiential foundation for wanting to learn more. This book assumes an action-based learning approach. Action-based learning (ABL) is a learner-centered approach. Places that Matter guides you through an action-based learning experience that is launched by identifying a specific place that matters to your life and then asking you to get to know the neighborhood that surrounds it. Each chapter is broken into a series of learning modules with related exercises that take between 10 to 90 minutes each to complete. The exercises include step-by-step instructions to complete an investigative task, move you through the project and cultivate the skill set important to succeeding in, and negotiating, a knowledge- and data-driven economy. That skill set includes possessing the problem-solving and analytic skills to gather data and make observations and then manage, manipulate, and make meaning from the data collected and observations made"--Provided by publisher

This open access book gives insights into feminist methodologies in theory and practice. By foregrounding the experiential and embodied nature of doing feminist research, this book offers valuable tools for feminist research as a continuous praxis. Emerging from a rich collective learning process, the collection offers in-depth reflections on how feminists shape research questions, understand positionality, share research results beyond academe and produce feminist intersectional knowledges. This book reveals how the authors navigate theory and practice, candidly exploring the difficulty of producing knowledge on the edge of academia and activism. From different points of view, places and disciplinary positions, artistic and creative experiments and collaborations, the book provides a multi-layered analysis. This book will be a valuable resource and asset to early career researchers and interdisciplinary feminist students who can learn more about the doing of feminist research from realistic, accessible, and practical methodological tools and knowledge.

Formalized work routines and fossilized structures often are unhelpful for operating in and actively shaping complex and dynamic environments. We need a performative, fluent understanding of organization that is no longer entirely based on rational planning: the often hidden experience-based knowledge (tacit knowing) is the foundation of today's necessary »art« of improvisation. The contributions show how implicit and intuitive anticipatory knowledge along with experimental, playful actions provide the basis for innovation and agile learning in organizations and social systems. In the analysis of »organizational patterns« and »musical thinking«, a new understanding of more flexible and agile organizations emerges.