What is it about?
The author provides a personal account of his transition from attempting to use charisma to transmit knowl-edge to students to removing it so that students can themselves experience knowledge as a basis for learning. Consistent with inquiry-based democratic pedagogy, the author demonstrates how he became more a facilita-tor of learning than its transmitter. He shows how putting charisma into unscheduled classroom inquiry rather than into the teacher’s delivery can produce knowledge collectively and concurrently co-constructed in service of action.
The following have contributed to this page: Joe Raelin