Authentic Hope during Troubling Times
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| Title: | Authentic Hope during Troubling Times |
|---|---|
| Language: | English |
| Authors: | Steve Grande, A. Renee Staton |
| Source: | New Directions for Teaching and Learning. 2025 (183):79-85. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, Efficiency, Mental Health, Expectation, Constructivism (Learning), Community Problems, Teaching Methods, Social Problems, Self Efficacy |
| DOI: | 10.1002/tl.20645 |
| ISSN: | 0271-0633 1536-0768 |
| Abstract: | The push toward efficiency in higher education is occurring as increasing numbers of faculty and students are struggling with mental health concerns and the world appears progressively polarized. However, education, at its core, can foster hope and effect positive change. This chapter presents a pedagogy of authentic hope that relies on constructivist, community-engaged teaching. As students become involved in responding to community issues, they develop a first-hand understanding of societal issues that fosters self-efficacy. These experiences can ultimately inspire students to be aware that they are part of shared, collaborative efforts that have the potential to dramatically improve our societies. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483596 |
| Database: | ERIC |
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| Abstract: | The push toward efficiency in higher education is occurring as increasing numbers of faculty and students are struggling with mental health concerns and the world appears progressively polarized. However, education, at its core, can foster hope and effect positive change. This chapter presents a pedagogy of authentic hope that relies on constructivist, community-engaged teaching. As students become involved in responding to community issues, they develop a first-hand understanding of societal issues that fosters self-efficacy. These experiences can ultimately inspire students to be aware that they are part of shared, collaborative efforts that have the potential to dramatically improve our societies. |
|---|---|
| ISSN: | 0271-0633 1536-0768 |
| DOI: | 10.1002/tl.20645 |
