Peter C Jones
Biographic Data
| ID | 6467264 |
|---|---|
| NAME | Peter C Jones |
| GIVEN NAMES | Peter C |
| FAMILY NAME | Jones |
| SIGNATURE | JONES P C |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 1999 |
| H-INDEX | 2 |
JGHE Symposium
This paper introduces the TALESSI (Teaching and Learning at the Environment-Science-Society Interface) project. It also serves as a point of departure for the remaining contributions in this Symposium, all of which have developed out of papers that were originally presented at a TALESSI conference in April 1998. We principally seek to explain why and how the TALESSI project promotes active learning for interdisciplinarity, values awareness and cr…
Critical Thinking and Interdisciplinarity in Environmental Higher Education
A key learning outcome of most, if not all, higher education is that students should be able to think critically about the subjects they have studied. This applies as much to broad-based undergraduate programmes in environmental higher education as elsewhere. In environmental higher education, this means that students should be able to think critically both within and across the various disciplines that constitute their study programme. An implic…
Critical Thinking and Interdisciplinarity in Environmental Higher Education
A key learning outcome of most, if not all, higher education is that students should be able to think critically about the subjects they have studied. This applies as much to broad-based undergraduate programmes in environmental higher education as elsewhere. In environmental higher education, this means that students should be able to think critically both within and across the various disciplines that constitute their study programme. An implic…
JGHE Symposium
This paper introduces the TALESSI (Teaching and Learning at the Environment-Science-Society Interface) project. It also serves as a point of departure for the remaining contributions in this Symposium, all of which have developed out of papers that were originally presented at a TALESSI conference in April 1998. We principally seek to explain why and how the TALESSI project promotes active learning for interdisciplinarity, values awareness and cr…
JGHE Symposium
This paper introduces the TALESSI (Teaching and Learning at the Environment-Science-Society Interface) project. It also serves as a point of departure for the remaining contributions in this Symposium, all of which have developed out of papers that were originally presented at a TALESSI conference in April 1998. We principally seek to explain why and how the TALESSI project promotes active learning for interdisciplinarity, values awareness and cr…
Critical Thinking and Interdisciplinarity in Environmental Higher Education
A key learning outcome of most, if not all, higher education is that students should be able to think critically about the subjects they have studied. This applies as much to broad-based undergraduate programmes in environmental higher education as elsewhere. In environmental higher education, this means that students should be able to think critically both within and across the various disciplines that constitute their study programme. An implic…
Critical thinking (2 works) · Education and Critical Thinking Development (2 works) · Engineering ethics (2 works) · Environmental education (2 works) · Higher education (2 works) · Interdisciplinary Research and Collaboration (2 works) · Pedagogy (2 works) · Political science (2 works) · Psychology (2 works) · Sociology (2 works)