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"Barbezat, Daniel"
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Contemplative Practices in Higher Education
Contemplative pedagogy is more than a trendy new teaching technique. It is a way for instructors to: empower students to integrate their own experience into the theoretical material they are being taught in order to deepen their understanding; help students to develop sophisticated problem-solving skills; support students' sense of connection to and compassion for others; and engender inquiries into students' most profound questions. Contemplative practices are used in just about every discipline--from physics to economics to history--and are found in every type of institution. Each year more and more faculty, education reformers, and leaders of teaching and learning centers seek out best practices in contemplative teaching, and now can find them here, brought to you by two of the foremost leaders and innovators on the subject. This book presents background information and ideas for the practical application of contemplative practices across the academic curriculum from the physical sciences to the humanities and arts. Examples of contemplative techniques included in the book are mindfulness, meditation, yoga, deep listening, contemplative reading and writing, and pilgrimage, including site visits and field trips. (Verlag).
eBook
Paying Attention
I am interested in how students can draw upon their private, first-person experience to deepen their understanding of course material and learn more about themselves and their actions. I am especially interested in this last aspect of their learning: how does what they learn in class inform their deliberations and subsequent actions? Without an awareness of their own priors, students can behave in ways that do not support their well-being. I believe the best way to support students in this inquiry is to guide them through the process of looking within, to guide them through introspection. The sort of introspection
Book Chapter
The Comptoir Sidérurgique de France, 1930–1939
The French inter-war steel cartels were characterized by contemporaries as powerful trusts, restricting output and raising steel prices. The cartels were cited as a cause for the length of the French depression, the low productivity of the 1930s, and the rapid rise in steel prices after 1936. This paper shows that the formation and development of the French steel cartels was problematic and argues that the French industry was not structurally conducive to widespread collusion and was further harmed by governmental policies. Steel cartels were unable to police their arrangements effectively among members and were unable to stop outsiders from undercutting prices. It is not at all clear that firms in the cartel achieved higher profits. The increase in prices that did occur after 1936 was not due to firms colluding and profiting from the increased demand for steel due to the anticipation of Nazi aggression; rather, these price increases occurred because of input price increases caused by government action that raised the costs of production.
Journal Article
Cooperation and Rivalry in the International Steel Cartel, 1926–1933
The International Steel Cartel of 1926 was a necessary step toward a coordinated system of cartels to govern steel exports. Like the present industrial policies of the European Community, however, differences in the aims of the domestic industries caused rivalry among the members of the 1926 agreement. Although thecartel was not able to fix its members' production shares, it was able to limit tradebetween them, which allowed for the formation and operation of their domesticcartels.
Journal Article
Basing-Point Pricing and the Stahlwerksverband: An Examination of the “New Competitive School”
A \"new competitive\" school of basing-point pricing has emerged that argues that basing-point pricing is consistent with competitive behavior and inconsistent with the existence of cartels. The new view is at odds with the history of basing-point pricing.
Journal Article
