490069 KU Social and Personal Competencies (2021W)
- Registration is open from We 01.09.2021 09:00 to Mo 20.09.2021 09:00
- Registration is open from Th 23.09.2021 09:00 to Tu 28.09.2021 09:00
- Deregistration possible until Fr 22.10.2021 12:00
Classes (iCal) - next class is marked with N
Aims, contents and method of the course
Assessment and permitted materials
Minimum requirements and assessment criteria
- Attendance to the classes, class works and groupwork: 30 points.
- Two short written reports (assignments): 30 points (10 for the first assignment, 20 for the second assignment).
- Final project ‘Educational design lab’: designing a project for educational setting: 40 points.The final grading:
- 1 (sehr gut): 89-100 points
- 2 (gut): 76-88 points
- 3 (befriedigend): 63-75 Punkte
- 4 (genügend): 50-62 points
- (nicht genügend): 0-49 pointsFor the final project, students will have to apply and show proficiency with the terminology and concepts used during the course. A few options for projects will be suggested during the course.
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- Francesconi, D. (2018). Eudaimonic Wellbeing and Education. In Galvin, K. T. (Ed.). Routledge International Handbook of Wellbeing. London, UK: Taylor and Francis Books. DOI: 10.4324/9781315724966-30.
- Francesconi, D., & Tarozzi, M. (2019). Embodied Education and Education of the Body: The Phenomenological Perspective. In Leib–Leiblichkeit–Embodiment (pp. 229-247). Springer VS, Wiesbaden.
- Francesconi, D., & Tarozzi, M. (2012). Embodied Education: A Convergence of Phenomenological Pedagogy and Embodiment. Studia Phaenomenologica, 12: 263-88. DOI: 10.7761/SP.12.263.
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- Meiklejohn, J., Phillips, C., Freedman, M.L. et al. (2012). Integrating Mindfulness Training into K-12 Education: Fostering the Resilience of Teachers and Students. Mindfulness, 3: 291-307.
- Roeser R. W. et al. (2012). Mindfulness Training and Teachers’ Professional Development: An emerging area of research and practice. Child Development Perspectives, 6, 2: 167-173.
- Sharp, J.E. & Jennings, P.A. (2016). Strengthening Teacher Presence Through Mindfulness: What Educators Say About the Cultivating Awareness and Resilience in Education (CARE) Program. Mindfulness. 7: 209.
- Soloway, G. B. (2016). Preparing teacher candidates for the present: Investigating the value of mindfulness-training in teacher education. In Handbook of mindfulness in education (pp. 191-205). Springer, New York, NY.