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| The Zen of Grading | ||
| 作者 | Robson, Ruthann (著) |
|---|---|
| 出處題名 | Akron Law Review |
| 卷期 | v.36 n.2 |
| 出版日期 | 2003 |
| 頁次 | 303 - 323 |
| 出版者 | The University of Akron School of Law |
| 出版者網址 | https://www.uakron.edu/law/ |
| 出版地 | Ohio, US [俄亥俄州, 美國] |
| 資料類型 | 期刊論文=Journal Article |
| 使用語言 | 英文=English |
| 關鍵詞 | 禪宗=Zen Buddhism=Zazen Buddhism; 佛教教育=Buddhist Education; 禪修=Zen Meditation |
| 摘要 | As law professors, we spend a substantial amount of time engaged in the activity of reviewing exams, papers, and other “evaluative devices” with the purpose of assigning our students grades. Personally, I estimate that I have spent over four thousand hours (almost six months of days and nights, or a year of long summer days) hunched over student work during my teaching career. It can be difficult not to consider student exams as a mere obstacle, a chore of the most unpleasant type to endure, and the worst part of our otherwise usually rewarding work as professors. Grading law school exams has been declared a “deadening intimacy with ignorance and mental fog” which saps a professor’s pedagogical and scholarly energies. It is a “terrible occupation,” a “cloud,” a task which we accomplish with less efficiency and more distaste as our teaching career advances. Professorial engagement with Blue Books, in which most law student exams continue to be written, is deemed tedious and boring, leading to a “corrosive negativity” regarding the intellectual abilities of our students as well as a destructive influence upon our own character. In short, grading, especially of final examinations, is universally disparaged. |
| 目次 | I. INTRODUCTION: WHAT IS GRADING? 303 II. THE SPIRIT OF ZEN 306 III. A GRADING PRACTITIONER’S NOTES 310 A. Invisible Practice and Practice 310 B. Beginner’s Mind 312 C. The Now 314 D. Sangha 316 E. On Desire And Suffering 320 IV. CONCLUSION 323 |
| ISSN | 0002371X (P) |
| 點閱次數 | 27 |
| 建檔日期 | 2003.11.14 |
| 更新日期 | 2021.11.01 |
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