Abstract
A variety of efforts in North America include frameworks for helping participants in learning events to listen more carefully, to attend more reflectively, to speak more slowly. Here is an important intersection in which the work of Theme-Centered Interaction, Ruth C. Cohn’s psychologically grounded and astute theorizing and practice, offers substantial affirmation of specific processes. There are clear resonances between strategies such as ‘being your own chairperson’ and ‘knowing your theory-in-use’. Reflective teaching practices support putting learning at the heart of higher education, rather than too narrowly falling into teaching-focused interaction.
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Hess, M.E. (2019). Theme-Centered Interaction: Intersections with Reflective Practice in North American Religious Contexts. In: Meyerhuber, S., Reiser, H., Scharer, M. (eds) Theme-Centered Interaction (TCI) in Higher Education . Springer, Cham. https://doi.org/10.1007/978-3-030-01048-5_8
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