For apart from inquiry, apart from praxis, individuals cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient continuing, hopeful inquiry human beings pursue in the world, and with each other (Freire, P., 1993, p.3)

A WEBINAR ON THE NEWEST PRACTICES IN TEACHING GRAMMAR MARCH 1, 2012

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HOW DO BABIES THINK?

A GREAT ARTICLE ON INTERLANGUAGE AND FOSSILIZATION BY ZHAOHONG HAN

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BRING ON THE LEARNING REVOLUTION

IS OBSERVATION EXPERIENCE DURING PRACTICE TEACHING MEANINGLESS?

OBSERVATION IN LEARNING TO TEACH: FORMS OF "SEEING"

A CASE STUDY on TEACHER REFLECTION by Robert M. Boody

TEACHER REFLECTION AS TEACHER CHANGE, AND TEACHER CHANGE AS MORAL RESPONSE

A DIFFERENT FOUNDATION OF KNOWLEDGE

...[A]nother kind of knowledge is available to us, one that begins in a different passion and is drawn toward other ends. This knowledge can contain just as much sound fact and theory as the knowledge we now possess, but because it springs from truer passion, it works towards truer ends. This knowledge that originates not in curiosity or control but in compassion or love- a source celebrated not in our intellectual tradition but in our spiritual heritage (Parker Palmer, 1983).