DISE TALKS: Complexity, Technology, and Pedagogies of Listening
Conventional curriculum design depends upon pre-selection of curriculum contents, learning objectives, and criteria for assessment. In implementing these curricula, teachers have little opportunity to explore ideas or aims with learners, or to develop lessons based on local concerns or learning opportunities. 聽聽
Leonard J. Waks聽earned his Ph. D. in philosophy from the University of Wisconsin 鈥� Madison in 1968, and subsequently earned a second doctorate in social and organizational psychology.聽 He has taught philosophy and educational theory at Purdue, Stanford, Penn State and Temple, where he is now Professor Emeritus of Educational Leadership. Waks is the author of聽Technology鈥檚 School聽(JAI, 1995) and聽Education 2.0: The Learningweb Revolution and the Transformation of the School聽(Paradigm, 2013), as well as over 100 scholarly articles and book chapters. His current work focuses on listening in classrooms, complexity in education, and Internet-based learning. 聽Waks is President 鈥� Elect of the John Dewey Society
