This is your HOME PAGE, where you can write an introduction for yourself, and include some thoughts or images that invite your reader into your project.
This being a living inquiry, the best place to start it is wherever one finds oneself existentially. One looks inwardly into one’s own thoughts and feelings, while facing the world, noting how one reacts with conditioned thoughts and feeling responses. Usually we are too busy reacting that we do not stop to reflect and examine our response. Inquiry starts at this point of stop. From this place of stop, we question the necessity of “the way things are,” and address the possibility of seeing the world and the self differently and hence relating to the world differently. “What if I were to…?”
—Heesoon Bai, 2005, p. 47
Description: This assignment allows each student to experience the inquiry planning and implementation process. The purpose of this project is to “question the necessity of “the way things are,” [both in the way we teach in schools and in how we interpret the larger world] and address the possibility of seeing the world and the self differently, and hence relating to the world differently. We imagine otherwise possibilities when we ask, “What if I were to…?”” (Heesoon Bai, 2005, p. 47). The project will follow the Inquiry Cycle phases of Ask, Investigate, Create, Discuss and Reflect.
One reply on “Welcome: Geraldine Bob”
Very interesting design, especially for students to understand the story from different regions according to legend, coupled with their own cultural background. I have never thought of storytelling can also use this way but it may increase the complexity of the course, such as some of the stories related to religious beliefs, how to balance the conflicts? Maybe you can set a certain range. At last I have one more question, how to assess students in telling the story of their inquiry, have a certain criterion?
Yu