Transcendent teacher learner relationships : : the way of the shamanic teacher /

Transcendent teacher learner relationships : : the way of the shamanic teacher / / by Hunter O'Hara.

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"Now, more than ever, high quality relationships between teachers and learners are critical to deep meaningful learning and to the learner's long-term success. Transcendent Teacher Learner Relationships: The Way of the Shamanic Teacher (Second Edition) explores the nature of the transcende...

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Bibliographic Details
VerfasserIn:
O'Hara, Hunter,
Place / Publishing House:Leiden, The Netherlands ;, Boston : : Brill Sense,, [2021]
©2021
Year of Publication:2021
Edition:Second edition.
Language:English
Physical Description:1 online resource.
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Table of Contents:
  • Acknowledgements
  • 1 The Nature of the Transcendent Relationship
  • 1 Dash and the Electrician: A Parable of a Transcendent Relationship
  • 2 Analysis
  • 3 Teacher and Learner
  • 4 The King's Speech
  • 5 The Transcendent Teacher
  • 6 The Transcendent Teacher Learner Relationship
  • 7 The Author's Background with Teaching and Learning Encounters
  • 8 The Good, the Bad and the Ugly
  • 9 The Mother as Teacher
  • 10 Life at School
  • 11 How People Acted at School
  • 12 Life at Home
  • 13 What I Needed at School
  • 14 Teacher Realness
  • 15 Mrs. Peggy Pridemore, Transcendent Teacher
  • 16 Down the Road
  • 17 A Reflection Before a Storm, Then Sunshine
  • 18 Teacher Power and Relationships
  • 19 Questions for Thought
  • 2 The Nature of the Transcendent Shamanic Teacher
  • 1 Anne And Helen
  • 2 Transcendent Shamanic Teaching
  • 3 The Transcendent Shamanic Teacher Merges with the Learner
  • 4 Transcendent Shamanic Teaching as a Glamorous Act
  • 5 Transcendent Shamanic Teaching Uplifts, Heals and Mobilizes the Learner
  • 6 A Note Regarding the Unencumbered Learner and the Transcendent Shamanic Teacher
  • 7 The Origins of Transcendent Shamans
  • 8 Portrait of Veronica and Theoni
  • 9 Veronica Risks
  • 10 Final Thoughts from Theoni
  • 11 Transcendent Shamanism in the Everyday Context
  • 12 Questions for Thought
  • 3 Portrait of Transcendent Shamanic Teacher
  • 1 Peggy the Learner and Her Transcendent Teacher Mr. Santon
  • 2 Peggy the Teacher
  • 3 Charley
  • 4 Peggy and Hunter
  • 5 A Moment of Peggy's Teaching: An Act of Glamour and Power
  • 6 Questions for Thought
  • 4 An Ethic of Care, Tact and Tone
  • 1 An Ethic of Care
  • 2 Obstacles to Caring for the Learner
  • 3 Tact
  • 4 Tone
  • 5 Questions for Thought
  • 5 Portrait of Transcendent Relator
  • 1 At Home
  • 2 Frances
  • 3 Ms. Nettie
  • 4 The Pedagogy of Manners
  • 5 Being Open
  • 6 The Art of Conversation
  • 7 Freedom and Afffection
  • 8 Questions for Thought
  • 6 Trust, Freedom and Mother Love
  • 1 The Facilitator
  • 2 Three Essential Attitudes of the Facilitator
  • 3 A Bit on Trust from Rogers
  • 4 The Move toward Freedom
  • 5 Mother Love
  • 6 Questions for Thought
  • 7 Portraits of Transcendent Relators
  • 1 Lauren
  • 2 Lauren's School Experiences
  • 3 The Connection
  • 4 Portrait of Kathy
  • 5 Kathy
  • 6 Kathy in High School
  • 7 Kathy at College
  • 8 Questions for Thought
  • 8 Risk, Authority and Trust
  • 1 Authority and Corresponding Risk
  • 2 The Dilemma of Building a New Authority Dynamic
  • 3 Trust
  • 4 An Atmosphere of Security
  • 5 The Revelation of the Teacher's Innermost Self
  • 6 Morning Spirit
  • 7 Questions for Thought
  • 9 Portraits of Transcendent Relators
  • 1 Jerry
  • 2 A Cold Teacher (Ms. Gilzenskolds [A Pseudonym])
  • 3 Leslie, a Caring Teacher
  • 4 Jerry at Saint Albans High School
  • 5 A Little Thing
  • 6 Afffijirming the Learner's Individuality
  • 7 Portrait of Transcendent Shamanic Teacher: Leslie
  • 8 Leslie (Jerry's Professor)
  • 9 Spiritual Professor
  • 10 Direct Professor
  • 11 Beloved Professor
  • 12 Challenging Professor
  • 13 Pushing Professor
  • 14 Graceful Professor
  • 15 Leslie the Teacher
  • 16 Putting Oneself in the Place of the Learner
  • 17 Jerry (Prior Portrait) and Leslie
  • 18 Risk
  • 19 Questions for Thought.
  • 10 Balance, Transcendence and Dispositions
  • 1 Maxine Greene, Freedom and Negotiation
  • 2 Freedom and Discipline
  • 3 The Transcendence Space
  • 4 Hospitality
  • 5 Teacher Reflection
  • 6 Transcendence
  • 7 Hope
  • 8 Creativity
  • 9 Awareness
  • 10 Faithful Doubt
  • 11 Wonder, Awe and Reverence
  • 12 Questions for Thought
  • 11 Portraits of Transcendent Relators
  • 1 Kellen
  • 2 Kellen's Life
  • 3 Jan
  • 4 Dr. Noy
  • 5 Dr. Ball
  • 6 Portrait of Dr. Ball
  • 7 Dr. Ball (Kellen's Professor)
  • 8 The Service
  • 9 More Background
  • 10 Dr. Ball, the Teacher
  • 11 The Teacher as Empowerer, Not as Helper
  • 12 Humor and Answers
  • 13 Questions for Thought
  • 12 Reconciliation, Banking Education, Problem Posing Education, the I-It and I-Thou Relationships, and the Teacher as Midwife
  • 1 Reconciliation between Teacher and Student
  • 2 Banking Education
  • 3 Problem Posing Education
  • 4 The I-IT Relationship
  • 5 The I-Thou Relationship
  • 6 Becoming Mutual
  • 7 Dialogue and Inclusion
  • 8 The Teacher as Midwife
  • 9 Communion
  • 10 Questions for Thought
  • 13 Portrait of Transcendent Shamanic Teacher
  • 1 Laura
  • 2 First Transcendence
  • 3 The Confrontation
  • 4 The Transformation
  • 5 A Mutual Relationship
  • 6 Laura the Teacher
  • 7 Equality and Freedom
  • 8 Humor
  • 9 The Mutual Exchange
  • 10 Reciprocal Relationships
  • 11 Questions for Thought
  • 14 Power, Rhythm, the Turning Point, Limits, Limitations and Labeling
  • 1 Compelling Powers and Rhythm
  • 2 Establishing a Bond with the Learner
  • 3 The Turning Point
  • 4 Limits and Limitations
  • 5 The Damaging Impact of Labels
  • 6 Precocious Learners and Labeling
  • 7 Questions for Thought
  • 15 Portrait of Transcendent Shamanic Teacher
  • 1 Beth
  • 2 Beth's Classroom
  • 3 Beth the Teacher
  • 4 Alexander
  • 5 Removing Barriers
  • 6 Questions for Thought
  • 16 The Transcendent Teacher-Learner Relationship: A Class Investigation
  • 1 Introduction/Perspectives of the Research
  • 2 Methods/Data Source
  • 3 Composite Narratives
  • 4 Summary and Implications
  • 5 Implications for Early Childhood Teacher Educators
  • 6 Questions for Thought
  • 17 Miracles Can Happen: The School of Transcendence
  • 1 Perspectives on Education
  • 2 Methods/Data Source
  • 3 Findings
  • 4 Philosophical Orientation and Approach to Creating Learning Encounters
  • 5 Curricula
  • 6 Planning and Scheduling
  • 7 Assessment And Evaluation
  • 8 Physical Space
  • 9 School Community Interpersonal Relationships
  • 10 Traditional Schools as Places of Violence
  • 11 Governance of the School of Transcendence
  • 12 Transcendence-Oriented Approaches Implemented in Reggio Emilia Schools
  • 13 Metaphors for the School of Transcendence
  • 14 Conclusion
  • 15 Questions for Thought
  • 18 Putting It All Together
  • 1 A Synthesis of the Research on Transcendent Teacher Learner Relationships
  • 2 Love
  • 3 Trust, Risk and Tact
  • 4 Seeing from the Other's Point of View
  • 5 Dialogue and the Reduction of Distance
  • 6 Mutuality and Reciprocity
  • 7 Transcendent Impact
  • 8 Community
  • 9 The Transformative Impact of the Transcendent Teacher Learner Relationship
  • 10 Questions for Thought
  • Appendix A: Heuristic Research Methodology and Procedures
  • Appendix B: Transcendent Teacher Dispositions
  • Appendix C: Role Play Scenarios
  • References.

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