ABSTRACT

Looking back over the GCE cases, certain patterns emerge that deserve the attention of educators in many venues: those teaching in P-12 classrooms, teacher educators and educators in postsecondary contexts, professional development leaders, curriculum developers, those working in nonprofit/after-school programming sectors as well as policymakers interested in GCE. I offer these insights not as rules-to-follow but as tools-to-think with, in the development of learning opportunities for those inheriting a troubled yet awesome world. I have organized the patterns from those of immediate concern to GCE educators to those that have broader applicability to all interested in the nature of education. These heuristics will be more or less relatable to new situations depending on the contours and contexts where they might be relocated which is ultimately in the interpretive domain of educators. I briefly discuss each heuristic with regard to the cases from which they are drawn and the ways in which they can give volition and orientation to GCE practices. The last of these recommendations is one that subsumes all of the other patterns and provides an ending point for the book around developing a habit of thought around everyday transcendence.