Hooks, B. (1994) Teaching to Transgress: Education as the Practice of Freedom, London: Routledge.

• there is an aspect of our vocation that is sacred; our work is not merely to share information but to share in the intellectual and spiritual growth of our students. 13
• I entered the classrooms with the conviction that it was crucial for me and every other student to be an active participant, not a passive consumer. 14
• The idea of the intellectual questing for a union of mind, body, and spirit had been replaced with notions that being smart meant that one was inherently emotionally unstable and that the best in oneself emerged in one's academic work. 16
• Part of the luxury and privilege of the role of teacher/professor today is the absence of any requirement that we be self-actualized. 17
• Most of my professors were not the slightest bit interested in enlightenment. More than anything they seemed enthralled by the exercise of power and authority within their mini-kingdom, the class-room. 17
• I had never wanted to surrender the conviction that one could teach without reinforcing existing systems of domination. 18
• Engaged pedagogy does not seek simply to empower students. Any classroom that employs a holistic model of learning will also be a place where teachers grow, and are empowered by the process. 21
• Martin Luther King, "A civilization can flounder as readily in the face of moral and spiritual bankruptcy as it can through financial bankruptcy. 27
• I have not forgotten the day a student came to class and told me: "We take your class. We learn to look at the world from a critical standpoint, one that considers race, sex, and class. And we can't enjoy life anymore." 42
• Professors can make it clear from the outset that experience does not make one an expert, and perhaps even by explaining what it means to place someone in the role of "native informant". 44
• I have come to see that silence is an act of complicity, one that helps perpetuate the idea that we can engage in revolutionary black liberation and feminist struggle without theory. 66
• I insist that we needed new theories rooted in an attempt to understand both the nature of our contemporary predicament and the means by which we might collectively engage in resistance that would transform our current reality. 67
• Within revolutionary feminist movements, within revolutionary black liberation struggles, we must continually claim theory as necessary practice within a holistic framework of liberation activism. 69
• All students, not just those from marginalized groups, seem more eager to enter energetically into classroom discussion when they perceive it as pertaining directly to them. 87
• Student frustration is directed against the inability of methodology, analysis, and abstract writing to make the work connect to their efforts to live more fully, to transform society, to live a politics of feminism. 88
• Perhaps we need to examine the degree to which white women (and all women) who assume powerful positions rely on conventional paradigms of domination to reinforce and maintain that power. 105
• To engage in dialogue is one of the simplest ways we can begin as teachers, scholars and critical thinkers to cross boundaries, the barriers that may or may not be erected by race, gender, class, professional standing, and a host of other differences. 130
• By recognizing subjectivity and the limits of identity, we disrupt that objectification that is so necessary in a culture of domination. 139
• Overcrowded classes are like overcrowded buildings--the structure can collapse. 160
• That moment of collective participation and dialogue mean that students and professors respect--and here I invoke the root meaning of the word, "to look at"--each other, engage in acts of recognition with one another, and do not just talk to the professor. 186
• Given that critical pedagogy seeks to transform consciousness, to provide students with ways of knowing that enable them to know themselves better and live in the world more fully, to some extent it must rely on the presence of the erotic in the classroom to aid the learning process. 194
• The quest for knowledge that allows us to unite theory and practice is one such passion. To the extent that professors bring this passion, which has to be fundamentally rooted in a love for ideas we are able to inspire, the classroom becomes a dynamic place where transformations in social relations are concretely actualized and the false dichotomy between the world outside and the inside world of academia disappears. 195
• To restore passion in the classroom or to excite it in classrooms where it has never been, professors must find again the place of eros within ourselves and together allow the mind and body to feel and know desire. 199
• My commitment to engaged pedagogy is an expression of political activism. 203

Fallows, S. and Ahmet, K. (eds.) (1999) Inspiring Students: Case Studies in Motivating the Learner, London: Kogan Page.
"Inspiring Students: An Introduction," pp. 1-5

• Praise, as a tool to inspire students, is particularly effective if directly linked to the student's achievement of a specified learning outcome. 3
• In many cases, students can be inspired to learn merely by use of a very clear briefing session which places the topic into the context of the wider programme of work--this gives the students a reason to be motivated. 3
• Group-based learning activities provide affiliations between students in which thee is a need to collaborate for the common good regardless of personal values and beliefs. 4

"Enhancing Motivation and Learning Through Collaboration and the Use of Problems," p. 33-41, By John Savery

• the design and effective learning communities may be fostered by the application of specific instructional principles and there was evidence that in this alternative format that teachers: ...., gave the learner ownership of the process used to develop a solution and supported the learner in developing ownership for the overall problem or task; supported and challenged the learner's thinking while encouraging the testing of ideas against alternative views and alternative contexts; and provided learners with an opportunity and support for reflection on both the content learned and the learning process. 40

"Simulation in Management Education," pp. 43-52

• Motivation was developed through the integrated approach, and teamwork. Students were rewarded for process rather than correctness. 52

"Inspiring Students in a Health Studies Programme," pp. 53-62, Andrea Riesch Toepell

• developing effective debating skills requires good listening and communication skills, both of which are best developed when arguing controversial issues. Opportunities must be created that enable students to build on such skills. 60
• Assignments must also be created that require students to develop skills that are transferable to assignments in other courses on campus. 60
• When teachers become aware that students are uninspired by course content, they must find creative ways of demonstrating how the material relates to the realities of students' experiences. The instructor should also make explicitly clear how study strategies and skills developed when completing assignments will assist them in other courses and later life. 61

"Work-based Assessments to Improve Learning," pp.127-135, John Flynn

• Work-based assignments are a powerful incentive, because the marketing scheme focuses on assumptions and limitations, with emphasis on critical thought, checking assumptions, 'whatever if' analysis, weaknesses of models, and so on. 132

"The 'Art' in Introducing Technology to Non-Technologists," pp. 159-168, Ian McPherson

• There are three major roles for problem-based learning within the design syllabus. They are: the acquisition of knowledge; the mastery of general principles or concepts that can be transferred to solve similar problems; the acquisition of examples that may be used in future problem-solving situations of a similar nature. 162

"Editors' Concluding Comments," pp.169

• learning is most effective when students involvement, participation, and interaction is maximized. To encourage active participation, a useful tip is to be less discriminatory of student input at the beginning of a course, 'tightening-up' on a gradual basis. 169
• Experiential learning...results from undergoing a particular experience followed by reflection and extrapolation of learning. The emphasis again is on student centered learning. Experiential learning can occur through 'real' situations as well as being 'simulations'. 171

Myers, C. and Jones, T. (1993) Promoting Active Learning: Strategies for the College Classroom, San Francisco: Jossey-Bass.

• In the Athenian marketplace, Socrates nurtured some of the prominent roots of Western education as he questioned, prodded, and cajoled those who came to learn from him. Consistent with Plato's view of reality, Socrates' dialogue tried to bring forth from his followers a truth he believed they already possessed. 4
• As K. Patricia Cross reminds us: "Learning is not so much an additive process, with new learning simply piling up on top of existing knowledge, as it is an active, dynamic process in which the connections are constantly changing and the structure reformatted" (1991, p.9) 5

"Every teacher a researcher: every classroom and laboratory", In Tribal college: a journal of american indian higher education, spring, 2(4), 7-12.

• Transmission presumes a passive audience of individuals; dialogue assumes an active interchange among a community of learners and an intrinsic human learning capability. 5
• if learning is a dynamic process--an interchange that involves teacher and students and co-inquirers--then a communal dialogue is essential. 5
• people learn in different ways and individuals can learn how to learn in a variety of ways. 10
• Let your students take more responsibility for their own education. Put them into situations where they must contribute to teaching themselves and others. 13
• Thinking aloud works because it makes students aware of their thought processes as they solve problems; it also helps them quickly see when they make errors or run into blind alleys. 22
• One way to make sure students are listening is to ask that they paraphrase back what they have just heard--before they start talking. In this way they may practice active listening skills, which are the flip side of mindful talking. 23
• Writing can be a powerful prod to the expansion, modification, and creation of mental structures. Toby Fulwiler, a nationally respected writing educator, advises that writing "is an essential activity to create order from chaos, sense from non-sense, meaning from confusion: as such it is the heart of creative learning in both the arts and sciences" (1987, p.44) 24

Teaching with Writing, Portsmouth, NH: Boynton Cook publishers.

• when we direct students to write for each other, they usually write with more clarity and precision. By structuring our assignments in what writing teachers call "rhetorical context"--in other words, for a specific audience, situation, and purpose--we can free students from some of the misconceptions about college writing and help them write better. 25
• activities can be designed that involve higher-level learning processes and allow students to foster "critical reflection," which we take to mean the ability to identify and critique the preconceptions or seldom tested assumptions that each of is brings to new learning experiences. 29
• Journals give students time to reflect personally on academic issues and encourage them to see how academic subjects may offer something to their own lives. Teachers also gain a wonderful view of how their students understand what is being taught and how well we are teaching it. 32
• We suggest beginning the syllabus with a cover sheet that clearly spells out your expectations for students and their responsibilities in the class. 37
• Positive interdependence means that although individual students may fulfill different roles and tasks, they must depend on each other in pursuing a common goal. Teachers need to reinforce that bond by providing clear group instructions and group rewards. 75-76
• "Collaborative learning calls on levels of ingenuity and inventiveness that many students never knew they had. And it teaches effective interdependence in an increasingly collaborative world that today requires greater flexibility and adaptiveness to change than ever before" (Kenneth Brief, 1987, p.47. "The art of collaborative learning", Change, March-April. P.42-47
• "The use of collaborative learning groups approximates more closely the activity of real world employment and problem solving [and] allows students to tackle more complicated and often more interesting problems without feeling overwhelmed," (d. Johnson and r. Johnson and k.a. Smith, 1991, p7) 86 Active learning: cooperation in the college classroom, Edina: Minn, Interaction book company, 1991.
• In this context [simulations], students practice and experience, almost like apprentices in some cases, what they normally get second-hand from reading and lectures. They bridge the familiar gap between theory and practice, thus developing their own critical abilities rather than relying solely on textbook explanations and what they experts preach. 89
• Creating a successful case study requires thinking about how the material will match the level of our students' knowledge and the type of subject we teach. But when we take the time to do it right, a well-constructed case study promotes the best kind of active learning and delivers ample rewards to students and teachers alike. 108
• In the context of active learning, visualizations can provide opportunities for students to process and ponder information when we allow them to draw their own conclusions before we offer ours. Thus, in using any form of technology for teaching, we need to allow students to absorb, incorporate, and reflect on the information they are receiving. The point here is that because we know that students learn in different ways, teaching technology represents an opportunity to enhance and reinforce these different learning styles, as well as to challenge students to try different approaches to learning. 145
• By providing opportunities to practice active-learning strategies, we hope students become self-directed and collaborative, critically reflective, politically savvy, empathetic, and fair-minded, as well as competent in the skills that are essential to meaningful lives and careers. We think that students will help make our society more democratic and a better place for everyone. 156
• Because active-learning strategies require more self-direction, collaboration, empathy, listening, clarity of thought, and application of theory to practice, we believe that an active-learning classroom is a strong crucible for responsible citizenship in the broadest sense of the word. 156
• "The classroom is a microcosm of the world; it is the chance we have to practice whatever ideals we may cherish. The kind of classroom situation one creates is the acid test of what one really stand for" (Jane Tompkins, 1990, p.656) 158 "Pedagogy of the distressed" college english, 52(6) 653-660
• "The hospitable teacher has to reveal to the students that they have something to offer. Many students have been for so many years on the receiving side, and have become so deeply impregnated with the idea that there is still a lot more to learn, that they have lost confidence in themselves and can hardly imagine themselves to have something to give...There, the teacher has first of all to reveal, to take away the veil covering many students' intellectual life, and help them to see their own experiences, their own insights and convictions, their own intuitions and formulations are worth serious attention. It is so easy to impress students with books that they have not read, with terms that they have not heard, with situations with which they are unfamiliar. It is much more difficult to be a receiver who can help the students distinguish carefully between the wheat and weeds in their own lives and to show the beauty of the gifts they are carrying with them." (Henri Nouwen, 1966, 61) 163 Reaching out, new york, doubleday

Brookfield, S. (1990) The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom, San Francisco: Jossey-Bass.

• When people question the assumptions underlying habitually accepted ideas and actions, they end this process by discarding some of these. 46
• This process is not entirely joyful, in fact it is often distressing and disturbing. Consequently, there is often a wistful looking back to what is seen as an age of innocence existing before the learning episode. This age is viewed as a time of fixed certainties, of dualistic distinctions between right and wrong, good and bad. When an educational event causes students to question habitual assumptions it unsettles their comfortable world views. The world becomes seen as malleable rather than set in place, as humanly constructed rather than divinely ordained. 46-47
• students will often resent the teacher who has jerked them rudely out of a golden era of certainty. 47
• In real life most of us intersperse self-direction with cooperation. We alternate valuing independence with the need to work interdependently. We need collective involvement as well as individual enterprise. In terms of changing individual destinies, it is often collective efforts that make all the difference. So many changes in people's individual lives are linked to broader social and political movements that being able to contribute to those movements, and to work interdependently within them, is crucial for personal survival. 69
• Discussion sessions are one way of increasing students' sense of connectedness to each other. Building a sense of group cohesion--a supportive learning community--is especially important in large-scale higher education programs. 96
• Participant training is so crucial to success in discussions that the first session or sessions in a discussion-based course should be devoted to evolving procedural rules and codes of conduct to guide subsequent meetings. These rules of conduct should ensure that minority opinions are respected, that no one is allowed to dominate the group, that divergent views are allowed full and free expression, and that there is no pressure to reach premature and artificial solutions to problems posed. 97
• Participating in discussion--in the collaborative effort to find meaning in and to make sense of our experience--calls for courage and hard work on the part of students and teachers. It requires that the distinction between learners and leaders be forgotten as much as is humanly possible, although it is naive to think it could ever be completely erased. 113
• the debriefing and analysis that follows the simulation is as important as the simulation itself. 121
• simulations never stay exactly the same. Not only do different groups respond in surprising, unpredictable ways to the same exercises and also the simulation instructions and resources are honed and refined through continual use. 122
• it will be obvious from these examples that simulations are not a way for teachers to get out of the hard work of teaching. They are not soft options, and they are neither quick nor dirty. They take a long time to think through and prepare. 122
• simulations should not be used if you feel uncertain about, unsure of, or unfamiliar with the material that is the focus of the exercise. 122
• College teachers often see themselves as change agents within hostile cultures. They are inspired with a reformist zeal and what to ensure that their college's treatment of students is characterized by compassion, equity and justice. If this is your situation, it is important that you ensure that your efforts carry the lowest risk to yourself while producing the greatest effect for those you are trying to help. 182
• effectiveness is also a phenomenalogically derived concept, one grounded in student's perceptions of what is happening to them and in the meanings they attach to these experiences. 193

Lowman, J. (1995) Mastering the Techniques of Teaching, San Francisco: Jossey-Bass.

• What all the great teachers appear to have in common is love for their subject, an obvious satisfaction in arousing this love in their students, and an ability to convince them that what they are being taught is deadly serious. 1

Epstein, J. (1981) Masters: Portraits of Great Teachers, New York: Basic Books.

• Exemplary college teachers should engender active learning not only of basic facts, theories, and methods but also of the relationships between different branches of knowledge. It should foster the thinking, problem-solving, and communication skills characteristic of the educated individual. Above all else, a student receiving the best that college teaching can offer, whether in a liberal arts, technical, or professional curriculum, should be expected to emerge with an enhanced ability to evaluate information critically--to tell the difference between wisdom and poppycock. 2
• knowledge includes the ability to analyze and integrate facts, to apply them to new situations, and evaluate them critically within the broad context available to the educated person. 22
• Skilled discussion leaders heighten differences in any group and use them to teach valuable lessons about the role of effective judgement in intellectual endeavor. 164
• Cooperative learning (and its close cousin, collaborative learning) share many objectives with active learning.
• Collaborative techniques stress student responsibility and interaction, more for what they do for the curriculum and students' self-determination than for how well they help students master course content selected by the instructor. 208
• "We have classified teacher prototypes into two major categories. The first includes those teaching modes in which inquiry on the part of the student is not required or encouraged for the successful completion of the learning set for the professor. We call these teaching styles the didactic modes. The other category includes those teaching modes in which inquiry on the part of the student is required if he is to complete successfully the tasks set by the teacher. We call these teaching styles the evocative modes. Those teachers who achieve excellence in the didactic modes we shall call craftsmen; those teachers who achieve excellence in the evocative modes we shall artists." 287  J. Axelrod, The University Teachers as Artist, San-Francisco, Jossey Bass, 1973 pp. 9-10

Garside, C. (1996) "Look Who's Talking: A Comparison of Lecture and Group Discussion Teaching Strategies in Developing Critical Thinking, Communication Education, Vol. 45, pp. 212-227.

• critical thinking involves both a set of activities or skills and a particular attitude toward thinking, learning, and decision-making. 213