Listening: Beyond Telling to “Being” What We Want To Teach
Abstract
In response to a culture of polarized argument, this paper shows a way to provide people with practice at deep listening and understanding. The author examines ways in which self-disclosure about problems of dialog may be an ideal means for teachers or leaders to show people alternate ways of being in the world of meaning making.
How to Cite:
Torosyan, R., (2004) “Listening: Beyond Telling to “Being” What We Want To Teach”, Journal of the Assembly for Expanded Perspectives on Learning 10(1). doi: https://doi.org/10.7290/jaepl10fctp
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