'Art Practice as Research' presents a compelling argument that the creative and cultural inquiry undertaken by artists is a form of research. The text explores themes, practice, and contexts of artistic inquiry and positions them within the discourse of research.

This book continues to show teachers how they can carefully and systematically ask and answer their own questions about learning.

Communication is essential in a healthy organization. But all too often when we interact with people—especially those who report to us—we simply tell them what we think they need to know. This shuts them down. To generate bold new ideas, to avoid disastrous mistakes, to develop agility and flexibility, we need to practice Humble Inquiry. Ed Schein defines Humble Inquiry as “the fine art of drawing someone out, of asking questions to which you do not know the answer, of building a relationship based on curiosity and interest in the other person.” In this seminal work, Schein contrasts Humble Inquiry with other kinds of inquiry, shows the benefits Humble Inquiry provides in many different settings, and offers advice on overcoming the cultural, organizational, and psychological barriers that keep us from practicing it.

Typical art resources for teachers offer discrete art activities, but these don't carry children or teachers into the practice of using the languages of art. This resource offers guidance for teachers to create space, time, and intentional processes for children's exploration and learning to use art for asking questions, offering insights, exploring hypotheses, and examining experiences from unfamiliar perspectives. Inspired by an approach to teaching and learning born in Reggio Emilia, Italy, The Language of Art, Second Edition, includes: A new art exploration for teachers to gain experience before implementing the practice with childrenAdvice on setting up a studio space for art and inquirySuggestions on documenting children's developing fluency with art media and its use in inquiryInspiring photographs and ideas to show you how inquiry-based practices can work in any early childhood setting Ann Pelo is a teacher educator, program consultant, and author whose primary work focuses on reflective pedagogical practice, social justice and ecological teaching and learning and the art of mentoring. Currently, Pelo consults early childhood educators and administrators in North America, Australia, and New Zealand on inquiry-based teaching and learning, pedagogical leadership, and the necessary place of ecological identity in children's—and adults'—lives. She is the author of several books including the first edition of The Language of Art and co-author of Rethinking Early Childhood Education.

This practical resource will help educators teach about current art and integrate its philosophy and methods into the K–12 classroom. The authors provide a framework that looks at art through the lens of nine themes—everyday life, work, power, earth, space and place, self and others, change and time, inheritance, and visual culture—highlighting the conceptual aspects of art and connecting disparate forms of expression. They also provide guidelines and examples for how to use contemporary art to change the dynamics of a classroom, apply inventive non-linear lenses to topics, broaden and update the art “canon,” and spur creative and critical thinking. Young people will find the selected artwork accessible and relevant to their lives, diverse and expansive, probing, serious and funny. Challenging conventional notions of what should be considered art and how it should be created, this book offers a sampling of what is out there to inspire educators and students to explore the limitless world of new art. Book Features: Indicators and lenses that make contemporary art more familiar, accessible, understandable, and useable for teachers. Easy-to-reference descriptions and images from a variety of contemporary artists.Strategies for integrating art thinking across the curriculum.Suggestions to help teachers find contemporary art to fit their curriculum and school settings.Concrete examples of art-based projects from both art and general classrooms.Guidance for developing curriculum, including how to create guiding questions to spur student thinking.

This series is a vehicle for texts generated through the experiences of writers, scholars, and artists who have been residents at the Getty Research Institute or involved in its programs.

This book verifies the need for the arts and the sciences to work together in order to develop more creative and conceptual approaches to innovation and presentation. By blending ethnographical case studies, scientific viewpoints and critical essays, the focus of this research inquiry is the lab context. For scientists, the lab context is one of the most important educational experiences. For contemporary artists, laboratories are inspiring spaces to investigate, share know-how transfer and search for new collaboration potentials. The nine labs represented in this book are from the natural, computing and engineering sciences. An enclosed comprehensive DVD documents the results, the problems and serves as a guideline for the future of true Art/Sci experiments.

This book offers a compelling research alternative for dance/movement (and other creative arts) therapists who recognize how valuable artistic ways of knowing are to the theory and practice of their profession. It encourages participation in a mode of inquiry that invites fully authentic engagement, inspires excitement about discovery, and builds confidence in abilities to contribute to the professional body of research literature. Artistic inquiry is defined as research that: (1) uses artistic methods of gathering, analyzing, and/or presenting data; (2) engages in and acknowledges a creative process; and (3) is motivated and determined by the aesthetic values of the researcher(s). These three defining characteristics are theoretically and practically examined in depth and accompanied by examples of artistic inquiry relevant to dance/movement therapy. Interdisciplinary support for the validity of artistic inquiry is drawn from a rich field of resources, including philosophy, social sciences, education, and the arts. Still/Here, a multimedia dance work by Bill T. Jones, is presented as a work of art that can be viewed as artistic inquiry. Jones' use of dance as the primary expressive medium, drawing from the verbal and nonverbal narratives of people living with terminal illnesses, exemplifies the potential that artistic inquiry has for dance/movement therapy. The book concludes with recommendations for the promotion and evaluation of artistic inquiry projects. Throughout, it upholds a vision of research as a vital, satisfying, and essential part of a dance/movement therapist's career.

In this clear and readable book, the authors show that research guided by the soul is rich, passionate, and meaningful. Borrowing from their expertise as scholars and teachers, they blend philosophy and practice to describe what scholarly research undertaken from the perspective of the soul might look like and to account for the exceptional experience of psychological inquiry at its best. This expanded edition includes two new chapters. The new second chapter offers a basic introduction to depth psychology for thoughtful, inquisitive readers, one that follows its connections to myth, religion, and indigenous practices of healing. A new seventh chapter on deep writing explores qualities such as beauty, craft, the fluidity and precision of language, and soulful communion between author and reader. This edition also enlarges the scope of the conversation by including more expert voices, including philosophers, poets, and novelists as well as scholars of religion, anthropology, mythology, and neurobiology.

“The discourse of our common life inclines towards despair. In my field of journalism, where we presume to write the first draft of history, we summon our deepest critical capacities for investigating what is inadequate, corrupt, catastrophic, and failing. The ‘news’ is defined as the extraordinary events of the day, but it is most often translated as the extraordinarily terrible events of the day. And in an immersive 24/7 news cycle, we internalize the deluge of bad news as the norm—the real truth of who we are and what we’re up against as a species. But my work has shown me that spiritual geniuses of the everyday are everywhere. They are in the margins and do not have publicists. They are below the radar, which is broken.” Peabody Award-winning broadcaster and National Humanities Medalist Krista Tippett has interviewed the most extraordinary voices examining the great questions of meaning for our time. The heart of her work on her national public radio program and podcast, On Being, has been to shine a light on people whose insights kindle in us a sense of wonder and courage. Scientists in a variety of fields; theologians from an array of faiths; poets, activists, and many others have all opened themselves up to Tippett's compassionate yet searching conversation. In Becoming Wise, Tippett distills the insights she has gleaned from this luminous conversation in its many dimensions into a coherent narrative journey, over time and from mind to mind. The book is a master class in living, curated by Tippett and accompanied by a delightfully ecumenical dream team of teaching faculty. The open questions and challenges of our time are intimate and civilizational all at once, Tippett says – definitions of when life begins and when death happens, of the meaning of community and family and identity, of our relationships to technology and through technology. The wisdom we seek emerges through the raw materials of the everyday. And the enduring question of what it means to be human has now become inextricable from the question of who we are to each other. This book offers a grounded and fiercely hopeful vision of humanity for this century – of personal growth but also renewed public life and human spiritual evolution. It insists on the possibility of a common life for this century marked by resilience and redemption, with beauty as a core moral value and civility and love as muscular practice. Krista Tippett's great gift, in her work and in Becoming Wise, is to avoid reductive simplifications but still find the golden threads that weave people and ideas together into a shimmering braid. One powerful common denominator of the lessons imparted to Tippett is the gift of presence, of the exhilaration of engagement with life for its own sake, not as a means to an end. But presence does not mean passivity or acceptance of the status quo. Indeed Tippett and her teachers are people whose work meets, and often drives, powerful forces of change alive in the world today. In the end, perhaps the greatest blessing conveyed by the lessons of spiritual genius Tippett harvests in Becoming Wise is the strength to meet the world where it really is, and then to make it better.