Search results for: Haroutunian-Gordon Sophie
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In this article, the author continues her investigation into the conditions under which people try to listen to a challenging perspective and draws implications for the challenge of so doing for teachers. The author argues that when teachers allow their listening to be interrupted by a challenging perspective, they open themselves to recognition of heretofore tacit beliefs, to new questions, and to new ideas about the resolution of those questions.
Updated: Nov. 23, 2010