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Of Education, Fishbowls, and Rabbit Holes
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Table of Contents

Foreword
Preface
Acknowledgments
Introduction: Themes, Terminology, and Reader Engagement

1 Teaching, Learning, and Storytelling
2 Life Beyond the Fishbowl: The Grand Narrative, Academic Disciplines, and Deep Learning
3 Everybody Learns, Some Teach
4 Entr'acte: Is "Teach" a Transitive Verb?
5 Self-Authorship: A New Narrative of Learning
6 Professional Boundaries and Skills: Searching for Meaning Is Not Counseling
7 Curriculum, General Education, and the Grand Narrative
8 Assessment: Documenting Learning From Alternate Perspectives--Peter Trioano

Conclusion . . . Well, Maybe Not

Appendix A: Working in Groups and Facilitating Discussions
Appendix B: Contemplative Methods for Classroom Use

References

About the Authors

Index

About the Author

Jane Fried is a professor in the Department of Counselor Education and Family Therapy at Central Connecticut State University, USA. She is the author of Transformative Learning Through Engagement: Student Affairs Practice as Experiential Pedagogy and Shifting Paradigms in Student Affairs, as well as co-author of Understanding Diversity. She was also one of the primary authors in Learning Reconsidered 1 and 2 and has written several monographs on ethics in student affairs and student development education.

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"If somebody teaches and nobody learns, what do you call that?" The inquisitive student who asked that question also answered it: "A lot of hot air" (xv). This anecdote sets the tone for Jane Fried's short but provocative book Of Education, Fishbowls and Rabbit Holes: Rethinking Teaching and Liberal Education for an Interconnected World, which maps out a passionate and thoughtful argument regarding the need for educators--especially those who teach liberal arts--to reexamine what we do, how we do it, and why it matters. Fried's career in academia--as a professor and a student affairs administrator--affords her a unique position from which to make her case, bridging the often untraversed gap between those of us who teach students, and those who help to manage all other aspects of students's lives on campus. Fried's book would be an excellent choice for a faculty reading group or discussion, especially as she includes questions and activities to assist readers in thinking about their experiences as teachers and learners. As a bonus, Fried includes information on the dynamics of classroom group work, and on contemplative practices for the classroom. If you are a regular reader of books on higher education and pedagogy, this is a good book to put on your list. If you are not, read it anyway.--American Academy of Religion

Jane Fried's book OfEducation, Fishbowls, and Rabbit Holes: Rethinking Teaching and LiberalEducation for an Interconnected World is an exposition on how to change theway we think about teaching. It provides both a brief history lesson on theacademy--an acknowledgement of where higher education has been and a call towhere we might go. The reflective questions and exercises provided help readersredefine and revision their teaching. As the book implies, it employs the kindof circular thinking that will take the reader down a rabbit hole and on a mindadventure.I also liked that Fried tiedrecent research on learning into the content of the book.Fried's early training in aliberal arts college is apparent as her prose effortlessly moves between manydisciplines and perspectives, explaining each succinctly and well. Readersshould be prepared to embark on a winding journey through these disciplines andperspectives. It is difficult to summarize the content of this book or how thereader may feel after reading it. Recently, I used the book in a class forMaster's level students in a student affairs program. The course was focused onhow to use pedagogy to design programs, trainings, and workshops. Student inthe class said that they enjoyed the book and it really made them think. Iwholeheartedly agree. I suspect that the ideas contained in this book will bemore difficult for academics that align with positivists and post-positivistspoints of view. This short book is packed with ideas and information, whichlead me to put it down often--to think. If you give Jane Fried a chance, shewill take you down the rabbit hole of her mind (a place I very much enjoyedinhabiting through her writing), provide you with much to think about in termsof your teaching, and place you squarely back where you started, but changed.

--The Review of Higher Education "."

The true strengths of the bookreside in its concise approach to presenting a holistic perspective of facultydevelopment in the here and now. Faculty development discussions too oftenoccur within the context of other topics and areas of higher education in theliterature (or even as a mere footnote), so it is refreshing and quite usefulhaving a study of faculty development writ large and by itself in focus. [It] is a concise historicalsummary of where faculty development within American higher education has gonesince 2006, and where it is likely heading the next ten years. There is bothqualitative and quantitative data support, as well as meticulous discussion ofthe data collection processes and analysis for educational researchers andsocial scientists to follow both now and into the future.Beach, Sorcinelli, Austin, andRivard present a much-needed faculty developer voice and perspective within thelarger American higher education leadership and management discourse. Theydeveloped an interesting picture of what faculty development will face over thenext ten years, both for those in faculty development work (or desiring to gointo that career), as well as those within larger higher educationmanagement/administration positions at present.--The Review of Higher Education "."
Jane Fried's latest book provides a lens for looking at integrated learning and practical suggestions for rethinking our assumptions about learning and teaching. A long-time scholar-practitioner in the field of higher education, in this book Dr. Fried models the cross disciplinary thinking that she advocates.

Einstein said "our problems cannot be solved at the same level of thinking that created them", Of Education, Fishbowls, and Rabbit Holes offers an in-depth examination of what it would mean to focus differently on learning.--Susan Borrego, PhD., Chancellor "University of Michigan - Flint"


"All I want to say is thank goodness for Jane Fried!

I just read her book titled Of Education, Fishbowls, and Rabbit Holes: Rethinking Teaching and Liberal Education for an Interconnected World. Don't let the long title deter you from this compact gem at just 100 pages. I am thankful for Jane Fried because she has discovered what my personal experience and the science of learning indicate is the truth about how real and deep learning occurs and, most importantly, she is determined to help the rest of us understand it. [This] book speaks to faculty directly about their assumptions based on how they were taught and learned and how their world view influences how they see students and how they teach. By another name, Jane Fried is still working to help educators understand that there has to be a paradigm shift. She makes concrete recommendations about how faculty who teach undergraduates can do so more effectively. True to how we learn, throughout the book, she asks the reader to stop reading to do some exercises and reflections in order to move beyond learning "about" teaching effectively and to begin to understand how learning occurs through their own experience and reflection. I will continue to read whatever Fried writes because it takes a while to unlearn what and how we have been taught and to shift our perspective in how we see the world. Thank you, Jane, for continuing to move classroom faculty and student affairs professionals toward understanding how students learn in order to be more effective educators."--Gwen Dungy in her "About Students..." blog


"Fried calls for a reevaluation of higher education in America in light of our evolving, high-speed world. She supports her arguments by explaining the history of current educational practices which are primarily grounded in the mid-nineteenth century. The author uses a fishbowl metaphor to describe [a] limited perspective [that] reinforces the outdated structures of teaching and learning that render college classrooms lifeless and disconnected from the real world.

Fried makes a critical point pertaining to how students learn and make meaning. She contends that human beings are self-organizing organisms who construct their knowledge in a particular and personal way. Hence, she calls for a redefinition of the concepts of learning and teaching based on the latest neuroscientific findings about how humans learn. Aligning these two fundamental processes in the classroom would, she argues, solve the current problem in higher education wherein 'somebody teaches but nobody learns'. This inclusive approach to education validates diverse ways of knowing and activates, awakens, and cultivates a sense of agency within all children. Active, engaged students who own their learning ask questions, seek answers, and develop intellectually to see the interrelation and interdependence between themselves and the world. This is the type of teaching Fried is calling for at the university level. Fried's book is a quick and easy read. Throughout the text, the reader is asked to stop and reflect on a variety of issues. Her ultimate challenge to educators is to reexamine teaching methods, broaden overall perceptions of education, and realize that learning is grounded in autobiographical issues. Approaching the concept of schooling from this perspective is vital in the 21st century."--Teachers College Record

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