We have all experienced the sky – its vast expanse, endless possibilities, the feeling of playful freedom one might have during vacation. It’s less obvious, though, how it fits into the classroom, neither slimming down its vastness nor overwhelming precise academic discourse. This article describes a multi-disciplinary course we taught at Bowdoin College, where we sought to expand students’ views of themselves, their minds, and the nature of academic inquiry by accomplishing the marriage of this vastness with precision. Our purpose here is to evoke that learning experience for other educators who might have similar goals.
Burggraf, Susan and Smith, Kidder
"The Sky in the Classroom,"
Journal of Pedagogy, Pluralism, and Practice: Vol. 4
, Article 5.
Available at: https://digitalcommons.lesley.edu/jppp/vol4/iss3/5