· "In 'I Love Learning; I Hate School,' Susan D. Blum courageously achieves the goal of anthropologists who work in their own culture: she makes the familiar strange. She does so by painting a vivid portrait of learning in today's universities, a portrait that those of us who love university teaching know but are reluctant to admit—the system too often fails even our most capable www.doorway.ru: Cornell University Press. · "I love learning, but hate school" is probably the only short description that perfectly applies to myself without further need for clarification. And I must say that Susan D. Blum does exemplary job at dissection why individual might come to exhibit this attitude, but does a poor job at explaining the emergence of the system itself/5. · In "I Love Learning; I Hate School," Blum tells two intertwined but inseparable stories: the results of her research into how students learn contrasted with the Acknowledgments:
As I read Prof. Susan Blum's new book, I Love Learning; I Hate School, I sprained my neck from nodding in vigorous agreement. The book casts an anthropological lens on education in general and higher education in particular, and the result is a catalog of many of the things that I believe ails us when it comes to teaching and learning. "I love learning ; I hate school": an anthropology of college / Show all versions (2) Frustrated by her students' performance, her relationships with them, and her own daughter's problems in school, Susan D. Blum, a professor of anthropology, set out to understand why her students found their educational experience at a top-tier institution so. In "I Love Learning; I Hate School," Blum tells two intertwined but inseparable stories: the results of her research into how students learn contrasted with the way conventional education works, and the personal narrative of how she herself was transformed by this understanding.
"In 'I Love Learning; I Hate School,' Susan D. Blum courageously achieves the goal of anthropologists who work in their own culture: she makes the familiar strange. She does so by painting a vivid portrait of learning in today's universities, a portrait that those of us who love university teaching know but are reluctant to admit—the system too often fails even our most capable students. As I read Prof. Susan Blum’s new book, I Love Learning; I Hate School, I sprained my neck from nodding in vigorous agreement. The book casts an anthropological lens on education in general and higher education in particular, and the result is a catalog of many of the things that I believe ails us when it comes to teaching and learning. In "I Love Learning; I Hate School, " Blum tells two intertwined but inseparable stories: the results of her research into how students learn contrasted with the way conventional education works, and the personal narrative of how she herself was transformed by this understanding.
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