Abstract
This chapter investigates the Learning to Be concept through a transdisciplinary action research conducted in a Year 6 French class in Australia. The purpose of this research was to participate first-hand in the construction of knowledge of what might be the Learning to Be dimension in teaching. The methodology was adapted to include a transdisciplinary approach facilitated by the work of Ron Ritchhart on intellectual character (2002). This transdisciplinary research favoured the understanding of the Learning to Be dimension and its implications in class.
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Mimoun-Sorel, ML. (2010). ‘Learning to Be’ for Tomorrow’s Schools: A Transcultural Dimension into Teaching. In: Zajda, J. (eds) Global Pedagogies. Globalisation, Comparative Education and Policy Research, vol 12. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3617-9_12
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