Abstract
A teacher who can creatively set up a dialectic of learning activities in which students move back and forth between having rich new experiences and engaging in deep, meaningful dialogue, can maximize the likelihood that the learners will experience significant and meaningful learning. -L. Dee Fink1 The truth of it is that students [in the Middle Ages] were undergoing the same formative issues in life that are confronting me directly in the face now, and I am now feeling like there is much to be gained from the appreciation of their stories. -a student in the Medieval Connections course2 In the spring of 2004 at Augsburg College, several colleagues and I developed and taught a course in medieval studies entitled "Medieval Connections."3 The course was born out of two desires: I) to create an introductory course for a proposed major in medieval studies and 2) to develop an interdisciplinary course for first-year students in keeping with the goals of Augsburg's newly-revised general education curriculum.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
