Contents
Foreword by Mary Virginia Swanson
1 “Hey Teach…”: Two Histories of Changing Direction and Mindset
Expectations of Passing through Learning Levels
Who Is Responsible for Learning?
3 Asking Questions: Turning Inquiry into Knowledge
Three…Get an Understandable Answer
Four…Sequencing Questions and Answers
A Philosophy of Tools in Photography
Knowing and Perfecting Technique
Aesthetics, Perception, and Meaning
Learning Creativity from Nonlinearity
Watch Out! They're Stopping Creativity
6 Understanding the Nature of Problems, Solutions, and Assignments
Visual and Verbal Problem Solving
Model Approach for Building an Assignment
7 Critique…Advancing Learning with Words
Using Existing Effort to Expand Learning
Celebration of Students' Efforts
8 Measuring Education…Tests, Grades, and Evaluations
What Tests Can and Cannot Tell Us
Administrative Teacher Evaluations
Professional Development Plans
Designing Instruments for Evaluation
Caveats about Teaching Methods
Considerations for Today's Education
Expanding the Learning Environment
The Sciences of Natural Philosophy
Putting the Implementation Puzzle Together
Planning and Implementation Models
Changing Curriculum to the Digital Age
Making the Most Out of Being a Mentee
Using Technology to Help Learners
13 The Profession…So You Want to Teach
Promotion, Tenure, and Retention
A Chance to Be Lucky…of Game Theory and Good Photographs
Guidelines for the Emerging Model of Contemporary Visual Arts Education
The Importance of a Global World-View for Educators in Photography
Notes for the Faculty of the Department of Photography
The-Headed Camera: An Experiment in Collaboration
24 Images about One Thing [or the obsessive artist in search of the sublime]
Mail or Correspondence Art, a Two-Part Project