by Sophie Haroutunian-Gordon & Leonard J. WaksThis paper introduces the special issue.
by Suzanne Rice & Nicholas C. BurbulesThis article discusses what a virtues orientation might offer in terms of understanding and fostering good listing in educational contexts.
by Leonard J. WaksThis article analyzes interpersonal listening, distinguishing between a cognitive (thinking) type and a noncognitive (empathic, feeling) type. Both have important roles in teaching and learning.
by Jim GarrisonThis article explores compassionate listening as a creative spiritual activity. Such listening recognizes the suffering of others in ways that open up possibilities for healing and transformative communication.
by A.G. Rud & Jim GarrisonThis article is about reverence, and listening reverently as teachers and educational leaders. The authors argue that reverence is central to the kind of teaching and leadership we need in today's schools and that listening is one of the prime activities of reverence. Thus, they argue that reverential listening is a key component of effective teaching and leadership.
by Sophie Haroutunian-GordonTaking up an issue explored by John Dewey, Austin Sarat, and Walter Parker, as well as many others, I continue my study of the conditions under which people choose to listen to a perspective that challenges their own beliefs.
by Walter C. ParkerThe author argues that the practice of speaking and listening to "strangers" is at the heart of democratic citizenship education and, further, that schools are fertile sites for this communicative work because they possess three key assets--problems, diversity, and strangers--alongside a fourth: curriculum and instruction.
by Katherine SchultzThis article describes several of the possible interpretations for student silence in classrooms and suggests that an understanding of the meanings of silence through careful listening and inquiry shifts a teacher's practice and changes a teacher's understanding of students' participation.
by Stanton WorthamThis article argues that listening inevitably involves attention to the social identities communicated through speech, exploring how one high school student was socially identified in a classroom across an academic year.
by Nicholas C. Burbules & Suzanne RiceIn this article, we examine the common activity of pretending to listen and argue that thinking about it carefully reveals some important insights into the practice of listening more generally. Then we turn to the question of pretending to listen in the context of teaching: Is it always inappropriate? Is it even avoidable? Does it sometimes serve valuable purposes? Is it sometimes "good enough"?