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A human becoming teaching-learning model.

Rosemarie Rizzo Parse¹

¹Loyola University, Chicago, Illinois, USA.

Nursing Science Quarterly

|February 3, 2004

Summary

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This study distinguishes traditional teaching-learning from human becoming paradigms. It outlines the core elements, contradictions, and steps within a human becoming teaching-learning model for enhanced understanding.

Area of Science:

Educational Philosophy
Pedagogical Models
Human Development Studies

Background:

Traditional teaching-learning models are often characterized by passive knowledge transmission.
A growing need exists to explore more dynamic and student-centered pedagogical approaches.
Understanding the evolution of teaching paradigms is crucial for educational reform.

Purpose of the Study:

To differentiate between traditional and human becoming teaching-learning paradigms.
To elucidate the fundamental principles, inherent complexities, and operational processes of a human becoming model.
To provide a framework for understanding a more holistic approach to education.

Main Methods:

Conceptual analysis of existing teaching-learning theories.

Related Experiment Videos

Comparative examination of traditional versus human becoming educational philosophies.

Philosophical inquiry into the essences and paradoxes of human becoming.

Main Results:

The human becoming paradigm emphasizes active participation and co-creation of knowledge.
Key distinctions include the role of the learner, the nature of knowledge, and the learning environment.
Paradoxes within the human becoming model highlight the dynamic and often non-linear nature of learning.

Conclusions:

The human becoming model offers a richer, more transformative approach to teaching and learning.
Adopting this paradigm shift can foster deeper 'coming-to-know' experiences for learners.
Further research should explore practical applications and empirical validation of the human becoming model.