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Learning at the “boundaries”: radical listening, creationism, and learning from the “other”

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Abstract

In our forum contribution to Federica Raia’s manuscript (2012) on learning at the boundaries, we propose that using radical listening in the science education classroom, especially when contentious issues such as evolution are discussed, helps stakeholders learn from each other’s values and viewpoints and contributes to bridging divides.

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Authors and Affiliations

  1. School of Education, Brooklyn College, CUNY 2900 Bedford Avenue, Brooklyn, NY, 11210-2889, USA

    Konstantinos Alexakos & Agnieszka Pierwola

Authors
  1. Konstantinos Alexakos
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  2. Agnieszka Pierwola
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Corresponding author

Correspondence to Konstantinos Alexakos.

Additional information

Lead Editor: P.-L. Hsu.

This is a review essay for Federica Raia’s paper titled: Emergence of a learning community: a transforming experience at the boundaries. doi:10.1007/s11422-012-9434-y.

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Alexakos, K., Pierwola, A. Learning at the “boundaries”: radical listening, creationism, and learning from the “other”. Cult Stud of Sci Educ 8, 39–49 (2013). https://doi.org/10.1007/s11422-012-9470-7

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  • DOI: https://doi.org/10.1007/s11422-012-9470-7

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