A. Keith Carreiro
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- Reviews12
- School: Bridgewater State University
- Campus:
- Department: English
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Location:
131 Summer St
Bridgewater, MA - 02324 - Dates at Bridgewater State University: January 2011 - December 2018
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Biography
Bridgewater State University - English
Part-Time Faculty, Department of English, College of Humanities and Social Sciences, Bridgewater State University
Higher Education
A. Keith
Carreiro
Swansea, Massachusetts
A. Keith Carreiro earned his master’s and doctoral degrees from Harvard Graduate School of Education, with the sequential help and guidance of three advisors, Dr. Vernon A. Howard, Dr. Donald W. Oliver, and Professor Emeritus, Dr. Israel Scheffler. Keith’s academic focus, including his ongoing research agenda, centers upon philosophically examining how creativity and critical thinking are acquired, learned, utilized and practiced in the performing arts. He has taken his findings and applied them to the professional development of educational practitioners and other creative artists.
Earlier in his teaching career, he was a professor of educational foundations, teaching graduate students of education at universities in Vermont, Florida, Arizona, and Pennsylvania. He currently teaches as an adjunct professor of English at Bridgewater State University, as well as teaching English, philosophy, humanities and public speaking courses at Bristol Community College.
His research on creativity and critical thinking is based upon his experience in learning and performing on the classical guitar. During the 70s, Keith performed his music and selections from the classical guitar repertoire throughout North and South America. He had many opportunities to play with a wide variety of musicians, composers, singer/songwriters, choreographers, theater directors, performers, and conductors.
In 2014, he began writing the first manuscript of a science fiction/fantasy thriller in a series called The Immortality Wars. It is a cautionary tale about the quest for human immortality. Since the inception of this work, the first two novels of a planned, nine–book series have been published by Copper Beech Press, while the last book in the first trilogy will soon be released on Keith's birthday, August 18, 2019, at Stillwater Books in Pawtucket, Rhode Island.
Experience
Bristol Community College
Part-Time: Professor; Academic Advisor; Writing Center Tutor
Teaching responsibilities include conducting English, humanities, philosophy, speech and college success strategy courses. Advise students and those interested in attending the community college..
Education
Associate Professor
Taught 4 doctoral classes per semester; conducted research in creativity and critical thinking; provided service to the educational community at all levels (local through international); chaired and served on dissertation committees; served on the university senate; served on committees, such as curriculum, policy, re-certification; served as an educational consultant.
Bridgewater State University
Professor: Part-Time Faculty, Bridgewater State University
Teaching responsibilities include conducting classes in Composition I and II, as well as First and Second Year Seminar courses.
Education
University of Maine
Bachelor of Arts (B.A.)
English Major, Science / Art History Minor
Course work in English and American literature, critical and creative writing, critical and literary analysis, botany, zoology, chemistry, forestry, and wildlife management, sylviculture, and art history and theory.Harvard University Graduate School of Education
Doctor of Education (Ed.D.)
Teaching, Curriculum & Learning Environments
Course work in philosophy of education and developmental psychology with an emphasis on cognitive/affective development, aesthetics, qualitative inquiry, sociology, teaching theories, curriculum perspectives, and methodologies.Harvard University Graduate School of Education
Masters of Education (Ed.M.)
Teaching, Curriculum & Learning Environments
Course work in teaching and learning processes, aesthetics, philosophy of education, hermeneutics, curriculum development, educational functions of studying the arts, counseling, with a special emphasis on critical thinking and creative awareness in problem solving processes and problem finding strategies.Education
Associate Professor
Taught 4 doctoral classes per semester; conducted research in creativity and critical thinking; provided service to the educational community at all levels (local through international); chaired and served on dissertation committees; served on the university senate; served on committees, such as curriculum, policy, re-certification; served as an educational consultant.
Publications
The Wishing Stone
Mudshark Studios
Contemporary acoustic, original music by Carolyn Carreiro (rhythm guitar and vocals) and A. Keith Carreiro (rhythm and lead guitar).
The Wishing Stone
Mudshark Studios
Contemporary acoustic, original music by Carolyn Carreiro (rhythm guitar and vocals) and A. Keith Carreiro (rhythm and lead guitar).
Revealing the Ambient Phenomenon of Hermeneutics: Teaching with an Eye toward Metacognitive Insight.
Journal of Philosophy and History of Education (Vol. 51). Society of Philosophy and History of Education
The purpose of this article is to continue the author’s interest in the philosophical exploration about the nature of inquiry. His interest in, and study of, this topic also embraces his pedagogical examination concerning how such knowledge gained from this study can be transferred to the teaching/learning realm, particularly for preservice and practicing teachers, as well as other individuals involved in educational practice. Although such conceptual research focuses upon the above topic and is aimed at a specific audience, the heart of this study, nevertheless, can be extended to the rest of the teaching profession. A complementary purpose of this article is the desire, for example, to help enrich the craft of teaching, and the setting(s) within which teaching occurs. Further, the author envisions that his research here may be used to enfold the understandings gained and glimpsed in his research within the curricula respective instructors share with their students, and to help teachers and students employ analytical processes embracing the full totality of their awareness with which they bring to bear upon the teaching/learning interaction.
The Wishing Stone
Mudshark Studios
Contemporary acoustic, original music by Carolyn Carreiro (rhythm guitar and vocals) and A. Keith Carreiro (rhythm and lead guitar).
Revealing the Ambient Phenomenon of Hermeneutics: Teaching with an Eye toward Metacognitive Insight.
Journal of Philosophy and History of Education (Vol. 51). Society of Philosophy and History of Education
The purpose of this article is to continue the author’s interest in the philosophical exploration about the nature of inquiry. His interest in, and study of, this topic also embraces his pedagogical examination concerning how such knowledge gained from this study can be transferred to the teaching/learning realm, particularly for preservice and practicing teachers, as well as other individuals involved in educational practice. Although such conceptual research focuses upon the above topic and is aimed at a specific audience, the heart of this study, nevertheless, can be extended to the rest of the teaching profession. A complementary purpose of this article is the desire, for example, to help enrich the craft of teaching, and the setting(s) within which teaching occurs. Further, the author envisions that his research here may be used to enfold the understandings gained and glimpsed in his research within the curricula respective instructors share with their students, and to help teachers and students employ analytical processes embracing the full totality of their awareness with which they bring to bear upon the teaching/learning interaction.
Beyond Teaching: A Glimpse into Revelatory Teaching
Journal of Philosophy and History of Education (Vol. 49). Society of Philosophy and History of Education
Sometimes there is an understanding, or a realization and a certitude born, regarding the experience of learning that translates into a transcendence of being toward which this discussion strives to capture. That is, there are times when the flow of events in learning help bring deep levels of knowing into cognizance, or bring unexpected degrees of awareness into view. These discoveries are tapped by the release of the imagination by the teaching moment, by the power of will, by the passion to learn, or even by serendipity. It is axiomatic to this author that there is a sacrality, or sacred grounding, upon and through which this degree, or phenomena, of learning occurs. It is sacred because the bond that must be established between learner and teacher, teacher and subject, and with the greater scholarly communities throughout which the act of learning occurs, is a promise of intellectual potential being released. Such a promise is implicitly held between instructor and student and it rests upon the heart of revelation itself.
The Wishing Stone
Mudshark Studios
Contemporary acoustic, original music by Carolyn Carreiro (rhythm guitar and vocals) and A. Keith Carreiro (rhythm and lead guitar).
Revealing the Ambient Phenomenon of Hermeneutics: Teaching with an Eye toward Metacognitive Insight.
Journal of Philosophy and History of Education (Vol. 51). Society of Philosophy and History of Education
The purpose of this article is to continue the author’s interest in the philosophical exploration about the nature of inquiry. His interest in, and study of, this topic also embraces his pedagogical examination concerning how such knowledge gained from this study can be transferred to the teaching/learning realm, particularly for preservice and practicing teachers, as well as other individuals involved in educational practice. Although such conceptual research focuses upon the above topic and is aimed at a specific audience, the heart of this study, nevertheless, can be extended to the rest of the teaching profession. A complementary purpose of this article is the desire, for example, to help enrich the craft of teaching, and the setting(s) within which teaching occurs. Further, the author envisions that his research here may be used to enfold the understandings gained and glimpsed in his research within the curricula respective instructors share with their students, and to help teachers and students employ analytical processes embracing the full totality of their awareness with which they bring to bear upon the teaching/learning interaction.
Beyond Teaching: A Glimpse into Revelatory Teaching
Journal of Philosophy and History of Education (Vol. 49). Society of Philosophy and History of Education
Sometimes there is an understanding, or a realization and a certitude born, regarding the experience of learning that translates into a transcendence of being toward which this discussion strives to capture. That is, there are times when the flow of events in learning help bring deep levels of knowing into cognizance, or bring unexpected degrees of awareness into view. These discoveries are tapped by the release of the imagination by the teaching moment, by the power of will, by the passion to learn, or even by serendipity. It is axiomatic to this author that there is a sacrality, or sacred grounding, upon and through which this degree, or phenomena, of learning occurs. It is sacred because the bond that must be established between learner and teacher, teacher and subject, and with the greater scholarly communities throughout which the act of learning occurs, is a promise of intellectual potential being released. Such a promise is implicitly held between instructor and student and it rests upon the heart of revelation itself.
Learning More Walking between Classes.
Journal of Philosophy and History of Education (Vol. 55). Society of Philosophy and History of Education
Caveat: This paper chronicles a story such that the author never would have believed to be possible. It is neither a story that hypes the American dream, touting serendipity and the power of Everyman, nor a polemic against a class system reifying itself more and more into place in our society. It is a story about individuals practicing education in such a way that gates were made to open under seemingly impossible odds. My educational experiences simply were not possibly attainable under my own power. Individuals, not institutions, made intention, dream, hope and promise true in my life. Otherwise, the intellectual wealth I experienced never would have happened. This paper, to the best of this writer’s ability, is a thank you to all those who have helped, and are still helping, me along the journey. It is a testimony about the primacy of the educator in taking on the full complement of one’s professional and personal skills in the development of human potential. Further, in applying these understandings to the author’s educational journey, it took friendship, caring, tough advice, and—above all—failure to make academic success happen.
The Wishing Stone
Mudshark Studios
Contemporary acoustic, original music by Carolyn Carreiro (rhythm guitar and vocals) and A. Keith Carreiro (rhythm and lead guitar).
Revealing the Ambient Phenomenon of Hermeneutics: Teaching with an Eye toward Metacognitive Insight.
Journal of Philosophy and History of Education (Vol. 51). Society of Philosophy and History of Education
The purpose of this article is to continue the author’s interest in the philosophical exploration about the nature of inquiry. His interest in, and study of, this topic also embraces his pedagogical examination concerning how such knowledge gained from this study can be transferred to the teaching/learning realm, particularly for preservice and practicing teachers, as well as other individuals involved in educational practice. Although such conceptual research focuses upon the above topic and is aimed at a specific audience, the heart of this study, nevertheless, can be extended to the rest of the teaching profession. A complementary purpose of this article is the desire, for example, to help enrich the craft of teaching, and the setting(s) within which teaching occurs. Further, the author envisions that his research here may be used to enfold the understandings gained and glimpsed in his research within the curricula respective instructors share with their students, and to help teachers and students employ analytical processes embracing the full totality of their awareness with which they bring to bear upon the teaching/learning interaction.
Beyond Teaching: A Glimpse into Revelatory Teaching
Journal of Philosophy and History of Education (Vol. 49). Society of Philosophy and History of Education
Sometimes there is an understanding, or a realization and a certitude born, regarding the experience of learning that translates into a transcendence of being toward which this discussion strives to capture. That is, there are times when the flow of events in learning help bring deep levels of knowing into cognizance, or bring unexpected degrees of awareness into view. These discoveries are tapped by the release of the imagination by the teaching moment, by the power of will, by the passion to learn, or even by serendipity. It is axiomatic to this author that there is a sacrality, or sacred grounding, upon and through which this degree, or phenomena, of learning occurs. It is sacred because the bond that must be established between learner and teacher, teacher and subject, and with the greater scholarly communities throughout which the act of learning occurs, is a promise of intellectual potential being released. Such a promise is implicitly held between instructor and student and it rests upon the heart of revelation itself.
Learning More Walking between Classes.
Journal of Philosophy and History of Education (Vol. 55). Society of Philosophy and History of Education
Caveat: This paper chronicles a story such that the author never would have believed to be possible. It is neither a story that hypes the American dream, touting serendipity and the power of Everyman, nor a polemic against a class system reifying itself more and more into place in our society. It is a story about individuals practicing education in such a way that gates were made to open under seemingly impossible odds. My educational experiences simply were not possibly attainable under my own power. Individuals, not institutions, made intention, dream, hope and promise true in my life. Otherwise, the intellectual wealth I experienced never would have happened. This paper, to the best of this writer’s ability, is a thank you to all those who have helped, and are still helping, me along the journey. It is a testimony about the primacy of the educator in taking on the full complement of one’s professional and personal skills in the development of human potential. Further, in applying these understandings to the author’s educational journey, it took friendship, caring, tough advice, and—above all—failure to make academic success happen.
"Crisis of Conscience: War and Peace at UMO"
The University of MAine Press
This publication marks the 50th anniversary of Stephen King’s entrance into the University of Maine at Orono in the fall of 1966. The accelerating war in Vietnam and great social upheaval at home exerted a profound impact on students of the period and deeply influenced King’s development as a writer and as a man. King’s fictional treatment of this experience in his novella “Hearts in Atlantis” (reprinted in this volume) tracks his youthful avatar, Peter Riley, through the awakenings and heartbreak of his turbulent first year at UMaine. In his accompanying essay, “Five to One, One in Five,” written expressly for this volume, King sheds his fictional persona and takes on the challenge of a nonfiction return to his undergraduate experience. The stereoscopic combination of these narratives, told with King’s characteristic blend of canny insight and self-deprecating humor, create a revealing portrait of the artist as young man and a ground-level tableau of this highly charged time. In addition, twelve fellow students and friends from King’s college days contribute personal narratives recalling their own experience of those years. These recollections—engaged, irreverent, and affecting—bring dimension and texture to the collective witnessing of a formative time in their lives and a defining moment in the country’s history.
The Wishing Stone
Mudshark Studios
Contemporary acoustic, original music by Carolyn Carreiro (rhythm guitar and vocals) and A. Keith Carreiro (rhythm and lead guitar).
Revealing the Ambient Phenomenon of Hermeneutics: Teaching with an Eye toward Metacognitive Insight.
Journal of Philosophy and History of Education (Vol. 51). Society of Philosophy and History of Education
The purpose of this article is to continue the author’s interest in the philosophical exploration about the nature of inquiry. His interest in, and study of, this topic also embraces his pedagogical examination concerning how such knowledge gained from this study can be transferred to the teaching/learning realm, particularly for preservice and practicing teachers, as well as other individuals involved in educational practice. Although such conceptual research focuses upon the above topic and is aimed at a specific audience, the heart of this study, nevertheless, can be extended to the rest of the teaching profession. A complementary purpose of this article is the desire, for example, to help enrich the craft of teaching, and the setting(s) within which teaching occurs. Further, the author envisions that his research here may be used to enfold the understandings gained and glimpsed in his research within the curricula respective instructors share with their students, and to help teachers and students employ analytical processes embracing the full totality of their awareness with which they bring to bear upon the teaching/learning interaction.
Beyond Teaching: A Glimpse into Revelatory Teaching
Journal of Philosophy and History of Education (Vol. 49). Society of Philosophy and History of Education
Sometimes there is an understanding, or a realization and a certitude born, regarding the experience of learning that translates into a transcendence of being toward which this discussion strives to capture. That is, there are times when the flow of events in learning help bring deep levels of knowing into cognizance, or bring unexpected degrees of awareness into view. These discoveries are tapped by the release of the imagination by the teaching moment, by the power of will, by the passion to learn, or even by serendipity. It is axiomatic to this author that there is a sacrality, or sacred grounding, upon and through which this degree, or phenomena, of learning occurs. It is sacred because the bond that must be established between learner and teacher, teacher and subject, and with the greater scholarly communities throughout which the act of learning occurs, is a promise of intellectual potential being released. Such a promise is implicitly held between instructor and student and it rests upon the heart of revelation itself.
Learning More Walking between Classes.
Journal of Philosophy and History of Education (Vol. 55). Society of Philosophy and History of Education
Caveat: This paper chronicles a story such that the author never would have believed to be possible. It is neither a story that hypes the American dream, touting serendipity and the power of Everyman, nor a polemic against a class system reifying itself more and more into place in our society. It is a story about individuals practicing education in such a way that gates were made to open under seemingly impossible odds. My educational experiences simply were not possibly attainable under my own power. Individuals, not institutions, made intention, dream, hope and promise true in my life. Otherwise, the intellectual wealth I experienced never would have happened. This paper, to the best of this writer’s ability, is a thank you to all those who have helped, and are still helping, me along the journey. It is a testimony about the primacy of the educator in taking on the full complement of one’s professional and personal skills in the development of human potential. Further, in applying these understandings to the author’s educational journey, it took friendship, caring, tough advice, and—above all—failure to make academic success happen.
"Crisis of Conscience: War and Peace at UMO"
The University of MAine Press
This publication marks the 50th anniversary of Stephen King’s entrance into the University of Maine at Orono in the fall of 1966. The accelerating war in Vietnam and great social upheaval at home exerted a profound impact on students of the period and deeply influenced King’s development as a writer and as a man. King’s fictional treatment of this experience in his novella “Hearts in Atlantis” (reprinted in this volume) tracks his youthful avatar, Peter Riley, through the awakenings and heartbreak of his turbulent first year at UMaine. In his accompanying essay, “Five to One, One in Five,” written expressly for this volume, King sheds his fictional persona and takes on the challenge of a nonfiction return to his undergraduate experience. The stereoscopic combination of these narratives, told with King’s characteristic blend of canny insight and self-deprecating humor, create a revealing portrait of the artist as young man and a ground-level tableau of this highly charged time. In addition, twelve fellow students and friends from King’s college days contribute personal narratives recalling their own experience of those years. These recollections—engaged, irreverent, and affecting—bring dimension and texture to the collective witnessing of a formative time in their lives and a defining moment in the country’s history.
"A Storyteller’s Inspiration" in Association of Rhode Island Authors Anthology
Stillwater Press
Selected short fiction, nonfiction, poetry & prose from The Association of Rhode Island Authors: Lenore M. Rheaume, Regina Andrews, W. Gauvin Barber, David Boiani, Adele Bourne, Heather Caranci, Paul Caranci, A. Keith Carreiro, R.N. Chevalier, Kathy Clark, Jess M. Collette, K. Eric Crook, Kevin Duarte, Hank Ellis, Jill Fague, Leo C. Frisk, Jr., Hannah R. Goodman, Patricia Hinkley, L.A. Jacob, Sam Kafrissen, Deborah Katz, Donna Lomastro, Paul Magnan, Peter Mandel, Richard Maule, Joann Mead, Don J. Metivier, G.A. Miller, Yvette Nachmias-Baeu, Jack Nolan, Frances O'Donnell, Dusty Pembroke, Joanne Perella, D.R. Perry, Joni Pfeiffer-Moser, Thom Ring, Victor Rudowski, Bob Sherman, Alycia Marie Shillan, Angelina Singer, J. Michael Squatrito, Jr., Edward Taylor, Debbie Kaiman Tillinghast, Cheryl A. Voisinet, Barbara Ann Whitman, Deb Zannelli.
The Wishing Stone
Mudshark Studios
Contemporary acoustic, original music by Carolyn Carreiro (rhythm guitar and vocals) and A. Keith Carreiro (rhythm and lead guitar).
Revealing the Ambient Phenomenon of Hermeneutics: Teaching with an Eye toward Metacognitive Insight.
Journal of Philosophy and History of Education (Vol. 51). Society of Philosophy and History of Education
The purpose of this article is to continue the author’s interest in the philosophical exploration about the nature of inquiry. His interest in, and study of, this topic also embraces his pedagogical examination concerning how such knowledge gained from this study can be transferred to the teaching/learning realm, particularly for preservice and practicing teachers, as well as other individuals involved in educational practice. Although such conceptual research focuses upon the above topic and is aimed at a specific audience, the heart of this study, nevertheless, can be extended to the rest of the teaching profession. A complementary purpose of this article is the desire, for example, to help enrich the craft of teaching, and the setting(s) within which teaching occurs. Further, the author envisions that his research here may be used to enfold the understandings gained and glimpsed in his research within the curricula respective instructors share with their students, and to help teachers and students employ analytical processes embracing the full totality of their awareness with which they bring to bear upon the teaching/learning interaction.
Beyond Teaching: A Glimpse into Revelatory Teaching
Journal of Philosophy and History of Education (Vol. 49). Society of Philosophy and History of Education
Sometimes there is an understanding, or a realization and a certitude born, regarding the experience of learning that translates into a transcendence of being toward which this discussion strives to capture. That is, there are times when the flow of events in learning help bring deep levels of knowing into cognizance, or bring unexpected degrees of awareness into view. These discoveries are tapped by the release of the imagination by the teaching moment, by the power of will, by the passion to learn, or even by serendipity. It is axiomatic to this author that there is a sacrality, or sacred grounding, upon and through which this degree, or phenomena, of learning occurs. It is sacred because the bond that must be established between learner and teacher, teacher and subject, and with the greater scholarly communities throughout which the act of learning occurs, is a promise of intellectual potential being released. Such a promise is implicitly held between instructor and student and it rests upon the heart of revelation itself.
Learning More Walking between Classes.
Journal of Philosophy and History of Education (Vol. 55). Society of Philosophy and History of Education
Caveat: This paper chronicles a story such that the author never would have believed to be possible. It is neither a story that hypes the American dream, touting serendipity and the power of Everyman, nor a polemic against a class system reifying itself more and more into place in our society. It is a story about individuals practicing education in such a way that gates were made to open under seemingly impossible odds. My educational experiences simply were not possibly attainable under my own power. Individuals, not institutions, made intention, dream, hope and promise true in my life. Otherwise, the intellectual wealth I experienced never would have happened. This paper, to the best of this writer’s ability, is a thank you to all those who have helped, and are still helping, me along the journey. It is a testimony about the primacy of the educator in taking on the full complement of one’s professional and personal skills in the development of human potential. Further, in applying these understandings to the author’s educational journey, it took friendship, caring, tough advice, and—above all—failure to make academic success happen.
"Crisis of Conscience: War and Peace at UMO"
The University of MAine Press
This publication marks the 50th anniversary of Stephen King’s entrance into the University of Maine at Orono in the fall of 1966. The accelerating war in Vietnam and great social upheaval at home exerted a profound impact on students of the period and deeply influenced King’s development as a writer and as a man. King’s fictional treatment of this experience in his novella “Hearts in Atlantis” (reprinted in this volume) tracks his youthful avatar, Peter Riley, through the awakenings and heartbreak of his turbulent first year at UMaine. In his accompanying essay, “Five to One, One in Five,” written expressly for this volume, King sheds his fictional persona and takes on the challenge of a nonfiction return to his undergraduate experience. The stereoscopic combination of these narratives, told with King’s characteristic blend of canny insight and self-deprecating humor, create a revealing portrait of the artist as young man and a ground-level tableau of this highly charged time. In addition, twelve fellow students and friends from King’s college days contribute personal narratives recalling their own experience of those years. These recollections—engaged, irreverent, and affecting—bring dimension and texture to the collective witnessing of a formative time in their lives and a defining moment in the country’s history.
"A Storyteller’s Inspiration" in Association of Rhode Island Authors Anthology
Stillwater Press
Selected short fiction, nonfiction, poetry & prose from The Association of Rhode Island Authors: Lenore M. Rheaume, Regina Andrews, W. Gauvin Barber, David Boiani, Adele Bourne, Heather Caranci, Paul Caranci, A. Keith Carreiro, R.N. Chevalier, Kathy Clark, Jess M. Collette, K. Eric Crook, Kevin Duarte, Hank Ellis, Jill Fague, Leo C. Frisk, Jr., Hannah R. Goodman, Patricia Hinkley, L.A. Jacob, Sam Kafrissen, Deborah Katz, Donna Lomastro, Paul Magnan, Peter Mandel, Richard Maule, Joann Mead, Don J. Metivier, G.A. Miller, Yvette Nachmias-Baeu, Jack Nolan, Frances O'Donnell, Dusty Pembroke, Joanne Perella, D.R. Perry, Joni Pfeiffer-Moser, Thom Ring, Victor Rudowski, Bob Sherman, Alycia Marie Shillan, Angelina Singer, J. Michael Squatrito, Jr., Edward Taylor, Debbie Kaiman Tillinghast, Cheryl A. Voisinet, Barbara Ann Whitman, Deb Zannelli.
Inquiry that Incites Insight
In George Noblit & Beth Hatt–Echeverria (Eds.) The Future of Educational Studies. Peter Lang Publishing, Inc.
This article briefly discusses with, and introduces to, readers an initial philosophical approach towards implementing innovative strategies and conceptual instructional tools that can be used in helping students initiate, maintain, enrich and weave their senses of critical thinking and creative awareness into their own research and presentation giving skills. The freedom to explore, a collaborative spirit, inspiration and humor are all necessary elements that help infuse such an endeavor with accompanying qualities that help deepen one’s reflective efforts of study. Aimed at fulfilling the standards presented by The Council of Learned Societies in Education [CLSE] (1998), the author believes that these standards help provide invaluable analytical tools to students and to other educational practitioners. Learning and mastering the interpretive, normative and critical perspectives becomes indispensable in understanding the complex realms of experience in which we dwell on personal and professional bases, and from which inquiry can be steeped in true insight into our educational worlds.
The Wishing Stone
Mudshark Studios
Contemporary acoustic, original music by Carolyn Carreiro (rhythm guitar and vocals) and A. Keith Carreiro (rhythm and lead guitar).
Revealing the Ambient Phenomenon of Hermeneutics: Teaching with an Eye toward Metacognitive Insight.
Journal of Philosophy and History of Education (Vol. 51). Society of Philosophy and History of Education
The purpose of this article is to continue the author’s interest in the philosophical exploration about the nature of inquiry. His interest in, and study of, this topic also embraces his pedagogical examination concerning how such knowledge gained from this study can be transferred to the teaching/learning realm, particularly for preservice and practicing teachers, as well as other individuals involved in educational practice. Although such conceptual research focuses upon the above topic and is aimed at a specific audience, the heart of this study, nevertheless, can be extended to the rest of the teaching profession. A complementary purpose of this article is the desire, for example, to help enrich the craft of teaching, and the setting(s) within which teaching occurs. Further, the author envisions that his research here may be used to enfold the understandings gained and glimpsed in his research within the curricula respective instructors share with their students, and to help teachers and students employ analytical processes embracing the full totality of their awareness with which they bring to bear upon the teaching/learning interaction.
Beyond Teaching: A Glimpse into Revelatory Teaching
Journal of Philosophy and History of Education (Vol. 49). Society of Philosophy and History of Education
Sometimes there is an understanding, or a realization and a certitude born, regarding the experience of learning that translates into a transcendence of being toward which this discussion strives to capture. That is, there are times when the flow of events in learning help bring deep levels of knowing into cognizance, or bring unexpected degrees of awareness into view. These discoveries are tapped by the release of the imagination by the teaching moment, by the power of will, by the passion to learn, or even by serendipity. It is axiomatic to this author that there is a sacrality, or sacred grounding, upon and through which this degree, or phenomena, of learning occurs. It is sacred because the bond that must be established between learner and teacher, teacher and subject, and with the greater scholarly communities throughout which the act of learning occurs, is a promise of intellectual potential being released. Such a promise is implicitly held between instructor and student and it rests upon the heart of revelation itself.
Learning More Walking between Classes.
Journal of Philosophy and History of Education (Vol. 55). Society of Philosophy and History of Education
Caveat: This paper chronicles a story such that the author never would have believed to be possible. It is neither a story that hypes the American dream, touting serendipity and the power of Everyman, nor a polemic against a class system reifying itself more and more into place in our society. It is a story about individuals practicing education in such a way that gates were made to open under seemingly impossible odds. My educational experiences simply were not possibly attainable under my own power. Individuals, not institutions, made intention, dream, hope and promise true in my life. Otherwise, the intellectual wealth I experienced never would have happened. This paper, to the best of this writer’s ability, is a thank you to all those who have helped, and are still helping, me along the journey. It is a testimony about the primacy of the educator in taking on the full complement of one’s professional and personal skills in the development of human potential. Further, in applying these understandings to the author’s educational journey, it took friendship, caring, tough advice, and—above all—failure to make academic success happen.
"Crisis of Conscience: War and Peace at UMO"
The University of MAine Press
This publication marks the 50th anniversary of Stephen King’s entrance into the University of Maine at Orono in the fall of 1966. The accelerating war in Vietnam and great social upheaval at home exerted a profound impact on students of the period and deeply influenced King’s development as a writer and as a man. King’s fictional treatment of this experience in his novella “Hearts in Atlantis” (reprinted in this volume) tracks his youthful avatar, Peter Riley, through the awakenings and heartbreak of his turbulent first year at UMaine. In his accompanying essay, “Five to One, One in Five,” written expressly for this volume, King sheds his fictional persona and takes on the challenge of a nonfiction return to his undergraduate experience. The stereoscopic combination of these narratives, told with King’s characteristic blend of canny insight and self-deprecating humor, create a revealing portrait of the artist as young man and a ground-level tableau of this highly charged time. In addition, twelve fellow students and friends from King’s college days contribute personal narratives recalling their own experience of those years. These recollections—engaged, irreverent, and affecting—bring dimension and texture to the collective witnessing of a formative time in their lives and a defining moment in the country’s history.
"A Storyteller’s Inspiration" in Association of Rhode Island Authors Anthology
Stillwater Press
Selected short fiction, nonfiction, poetry & prose from The Association of Rhode Island Authors: Lenore M. Rheaume, Regina Andrews, W. Gauvin Barber, David Boiani, Adele Bourne, Heather Caranci, Paul Caranci, A. Keith Carreiro, R.N. Chevalier, Kathy Clark, Jess M. Collette, K. Eric Crook, Kevin Duarte, Hank Ellis, Jill Fague, Leo C. Frisk, Jr., Hannah R. Goodman, Patricia Hinkley, L.A. Jacob, Sam Kafrissen, Deborah Katz, Donna Lomastro, Paul Magnan, Peter Mandel, Richard Maule, Joann Mead, Don J. Metivier, G.A. Miller, Yvette Nachmias-Baeu, Jack Nolan, Frances O'Donnell, Dusty Pembroke, Joanne Perella, D.R. Perry, Joni Pfeiffer-Moser, Thom Ring, Victor Rudowski, Bob Sherman, Alycia Marie Shillan, Angelina Singer, J. Michael Squatrito, Jr., Edward Taylor, Debbie Kaiman Tillinghast, Cheryl A. Voisinet, Barbara Ann Whitman, Deb Zannelli.
Inquiry that Incites Insight
In George Noblit & Beth Hatt–Echeverria (Eds.) The Future of Educational Studies. Peter Lang Publishing, Inc.
This article briefly discusses with, and introduces to, readers an initial philosophical approach towards implementing innovative strategies and conceptual instructional tools that can be used in helping students initiate, maintain, enrich and weave their senses of critical thinking and creative awareness into their own research and presentation giving skills. The freedom to explore, a collaborative spirit, inspiration and humor are all necessary elements that help infuse such an endeavor with accompanying qualities that help deepen one’s reflective efforts of study. Aimed at fulfilling the standards presented by The Council of Learned Societies in Education [CLSE] (1998), the author believes that these standards help provide invaluable analytical tools to students and to other educational practitioners. Learning and mastering the interpretive, normative and critical perspectives becomes indispensable in understanding the complex realms of experience in which we dwell on personal and professional bases, and from which inquiry can be steeped in true insight into our educational worlds.
The Penitent - Part II
Copper Beech Press
The next novel in The Immortality Wars series continues . . . Her parents are viciously murdered by a band of killers. Hidden in the bottom of a roadside ditch as a baby in swaddling clothes, Evangel is only steps away from them. An old hermit, Matthew Greatworth, finds her the day after this tragedy unfolds. She is touched by a rare spiritual power and raised by Matthew in the heart of a sylvan wilderness. Evangel grows up in the quaint hermitage Matthew built years ago. In her 17th year, outlaws terrorize Matthew while she is away. The young girl reaches him just as his eyes are carved out of their sockets and placed on a stump before him. The miracles and struggles against those seeking to kill her, as well as those disbelieving the power of her presence, all come together in a battle of good versus evil. In a vision of clarity and prescience amidst her struggle for survival and meaning, she finds her future soul mate, Pall Warren, on a battlefield of death, and casts a prayer of protection around him. Evangel's remarkable journey to save herself, her newfound friends and then those who believe in her, brings to the reader a hauntingly beautiful and startling tale of wonder.
The Wishing Stone
Mudshark Studios
Contemporary acoustic, original music by Carolyn Carreiro (rhythm guitar and vocals) and A. Keith Carreiro (rhythm and lead guitar).
Revealing the Ambient Phenomenon of Hermeneutics: Teaching with an Eye toward Metacognitive Insight.
Journal of Philosophy and History of Education (Vol. 51). Society of Philosophy and History of Education
The purpose of this article is to continue the author’s interest in the philosophical exploration about the nature of inquiry. His interest in, and study of, this topic also embraces his pedagogical examination concerning how such knowledge gained from this study can be transferred to the teaching/learning realm, particularly for preservice and practicing teachers, as well as other individuals involved in educational practice. Although such conceptual research focuses upon the above topic and is aimed at a specific audience, the heart of this study, nevertheless, can be extended to the rest of the teaching profession. A complementary purpose of this article is the desire, for example, to help enrich the craft of teaching, and the setting(s) within which teaching occurs. Further, the author envisions that his research here may be used to enfold the understandings gained and glimpsed in his research within the curricula respective instructors share with their students, and to help teachers and students employ analytical processes embracing the full totality of their awareness with which they bring to bear upon the teaching/learning interaction.
Beyond Teaching: A Glimpse into Revelatory Teaching
Journal of Philosophy and History of Education (Vol. 49). Society of Philosophy and History of Education
Sometimes there is an understanding, or a realization and a certitude born, regarding the experience of learning that translates into a transcendence of being toward which this discussion strives to capture. That is, there are times when the flow of events in learning help bring deep levels of knowing into cognizance, or bring unexpected degrees of awareness into view. These discoveries are tapped by the release of the imagination by the teaching moment, by the power of will, by the passion to learn, or even by serendipity. It is axiomatic to this author that there is a sacrality, or sacred grounding, upon and through which this degree, or phenomena, of learning occurs. It is sacred because the bond that must be established between learner and teacher, teacher and subject, and with the greater scholarly communities throughout which the act of learning occurs, is a promise of intellectual potential being released. Such a promise is implicitly held between instructor and student and it rests upon the heart of revelation itself.
Learning More Walking between Classes.
Journal of Philosophy and History of Education (Vol. 55). Society of Philosophy and History of Education
Caveat: This paper chronicles a story such that the author never would have believed to be possible. It is neither a story that hypes the American dream, touting serendipity and the power of Everyman, nor a polemic against a class system reifying itself more and more into place in our society. It is a story about individuals practicing education in such a way that gates were made to open under seemingly impossible odds. My educational experiences simply were not possibly attainable under my own power. Individuals, not institutions, made intention, dream, hope and promise true in my life. Otherwise, the intellectual wealth I experienced never would have happened. This paper, to the best of this writer’s ability, is a thank you to all those who have helped, and are still helping, me along the journey. It is a testimony about the primacy of the educator in taking on the full complement of one’s professional and personal skills in the development of human potential. Further, in applying these understandings to the author’s educational journey, it took friendship, caring, tough advice, and—above all—failure to make academic success happen.
"Crisis of Conscience: War and Peace at UMO"
The University of MAine Press
This publication marks the 50th anniversary of Stephen King’s entrance into the University of Maine at Orono in the fall of 1966. The accelerating war in Vietnam and great social upheaval at home exerted a profound impact on students of the period and deeply influenced King’s development as a writer and as a man. King’s fictional treatment of this experience in his novella “Hearts in Atlantis” (reprinted in this volume) tracks his youthful avatar, Peter Riley, through the awakenings and heartbreak of his turbulent first year at UMaine. In his accompanying essay, “Five to One, One in Five,” written expressly for this volume, King sheds his fictional persona and takes on the challenge of a nonfiction return to his undergraduate experience. The stereoscopic combination of these narratives, told with King’s characteristic blend of canny insight and self-deprecating humor, create a revealing portrait of the artist as young man and a ground-level tableau of this highly charged time. In addition, twelve fellow students and friends from King’s college days contribute personal narratives recalling their own experience of those years. These recollections—engaged, irreverent, and affecting—bring dimension and texture to the collective witnessing of a formative time in their lives and a defining moment in the country’s history.
"A Storyteller’s Inspiration" in Association of Rhode Island Authors Anthology
Stillwater Press
Selected short fiction, nonfiction, poetry & prose from The Association of Rhode Island Authors: Lenore M. Rheaume, Regina Andrews, W. Gauvin Barber, David Boiani, Adele Bourne, Heather Caranci, Paul Caranci, A. Keith Carreiro, R.N. Chevalier, Kathy Clark, Jess M. Collette, K. Eric Crook, Kevin Duarte, Hank Ellis, Jill Fague, Leo C. Frisk, Jr., Hannah R. Goodman, Patricia Hinkley, L.A. Jacob, Sam Kafrissen, Deborah Katz, Donna Lomastro, Paul Magnan, Peter Mandel, Richard Maule, Joann Mead, Don J. Metivier, G.A. Miller, Yvette Nachmias-Baeu, Jack Nolan, Frances O'Donnell, Dusty Pembroke, Joanne Perella, D.R. Perry, Joni Pfeiffer-Moser, Thom Ring, Victor Rudowski, Bob Sherman, Alycia Marie Shillan, Angelina Singer, J. Michael Squatrito, Jr., Edward Taylor, Debbie Kaiman Tillinghast, Cheryl A. Voisinet, Barbara Ann Whitman, Deb Zannelli.
Inquiry that Incites Insight
In George Noblit & Beth Hatt–Echeverria (Eds.) The Future of Educational Studies. Peter Lang Publishing, Inc.
This article briefly discusses with, and introduces to, readers an initial philosophical approach towards implementing innovative strategies and conceptual instructional tools that can be used in helping students initiate, maintain, enrich and weave their senses of critical thinking and creative awareness into their own research and presentation giving skills. The freedom to explore, a collaborative spirit, inspiration and humor are all necessary elements that help infuse such an endeavor with accompanying qualities that help deepen one’s reflective efforts of study. Aimed at fulfilling the standards presented by The Council of Learned Societies in Education [CLSE] (1998), the author believes that these standards help provide invaluable analytical tools to students and to other educational practitioners. Learning and mastering the interpretive, normative and critical perspectives becomes indispensable in understanding the complex realms of experience in which we dwell on personal and professional bases, and from which inquiry can be steeped in true insight into our educational worlds.
The Penitent - Part II
Copper Beech Press
The next novel in The Immortality Wars series continues . . . Her parents are viciously murdered by a band of killers. Hidden in the bottom of a roadside ditch as a baby in swaddling clothes, Evangel is only steps away from them. An old hermit, Matthew Greatworth, finds her the day after this tragedy unfolds. She is touched by a rare spiritual power and raised by Matthew in the heart of a sylvan wilderness. Evangel grows up in the quaint hermitage Matthew built years ago. In her 17th year, outlaws terrorize Matthew while she is away. The young girl reaches him just as his eyes are carved out of their sockets and placed on a stump before him. The miracles and struggles against those seeking to kill her, as well as those disbelieving the power of her presence, all come together in a battle of good versus evil. In a vision of clarity and prescience amidst her struggle for survival and meaning, she finds her future soul mate, Pall Warren, on a battlefield of death, and casts a prayer of protection around him. Evangel's remarkable journey to save herself, her newfound friends and then those who believe in her, brings to the reader a hauntingly beautiful and startling tale of wonder.
Add One Part Professor, Another Part Phenomenology, Mix Well into an Educational Pan of Philosophical Possibility and Promise
Journal of Philosophy and History of Education (Vol. 50). Society of Philosophy and History of Education
This article originates not only from the scholarly work and teaching practice of the author’s educational foundations background and research, but it also gleans knowledge from his work in the performing arts. The overarching phenomenological reach of this article embraces professor, student, subject and educational community being discussed as though all four of these entities are deeply involved in an artistic endeavor, the making of music,say in the practice of jazz, for example (Carreiro, 1999). While Chamberlin (1981) discusses the experience of education as a junction between two complex streams of experience, which is between student and teacher, this paper portrays it as four, instead. It is believed, here, that a teacher can wield such an understanding not through simplistic formulation of the principles contained in this paper but through engaging in the spirit of a synoptical artistry that one finds in the following indicated premises shown below: instrumentality of philosophy; craft of a craftsman; art of an artist; music of a composer; analyses of a scientist; knowledge of a scholar; way of a sensei (master); and, sagacious use of wisdom.
The Wishing Stone
Mudshark Studios
Contemporary acoustic, original music by Carolyn Carreiro (rhythm guitar and vocals) and A. Keith Carreiro (rhythm and lead guitar).
Revealing the Ambient Phenomenon of Hermeneutics: Teaching with an Eye toward Metacognitive Insight.
Journal of Philosophy and History of Education (Vol. 51). Society of Philosophy and History of Education
The purpose of this article is to continue the author’s interest in the philosophical exploration about the nature of inquiry. His interest in, and study of, this topic also embraces his pedagogical examination concerning how such knowledge gained from this study can be transferred to the teaching/learning realm, particularly for preservice and practicing teachers, as well as other individuals involved in educational practice. Although such conceptual research focuses upon the above topic and is aimed at a specific audience, the heart of this study, nevertheless, can be extended to the rest of the teaching profession. A complementary purpose of this article is the desire, for example, to help enrich the craft of teaching, and the setting(s) within which teaching occurs. Further, the author envisions that his research here may be used to enfold the understandings gained and glimpsed in his research within the curricula respective instructors share with their students, and to help teachers and students employ analytical processes embracing the full totality of their awareness with which they bring to bear upon the teaching/learning interaction.
Beyond Teaching: A Glimpse into Revelatory Teaching
Journal of Philosophy and History of Education (Vol. 49). Society of Philosophy and History of Education
Sometimes there is an understanding, or a realization and a certitude born, regarding the experience of learning that translates into a transcendence of being toward which this discussion strives to capture. That is, there are times when the flow of events in learning help bring deep levels of knowing into cognizance, or bring unexpected degrees of awareness into view. These discoveries are tapped by the release of the imagination by the teaching moment, by the power of will, by the passion to learn, or even by serendipity. It is axiomatic to this author that there is a sacrality, or sacred grounding, upon and through which this degree, or phenomena, of learning occurs. It is sacred because the bond that must be established between learner and teacher, teacher and subject, and with the greater scholarly communities throughout which the act of learning occurs, is a promise of intellectual potential being released. Such a promise is implicitly held between instructor and student and it rests upon the heart of revelation itself.
Learning More Walking between Classes.
Journal of Philosophy and History of Education (Vol. 55). Society of Philosophy and History of Education
Caveat: This paper chronicles a story such that the author never would have believed to be possible. It is neither a story that hypes the American dream, touting serendipity and the power of Everyman, nor a polemic against a class system reifying itself more and more into place in our society. It is a story about individuals practicing education in such a way that gates were made to open under seemingly impossible odds. My educational experiences simply were not possibly attainable under my own power. Individuals, not institutions, made intention, dream, hope and promise true in my life. Otherwise, the intellectual wealth I experienced never would have happened. This paper, to the best of this writer’s ability, is a thank you to all those who have helped, and are still helping, me along the journey. It is a testimony about the primacy of the educator in taking on the full complement of one’s professional and personal skills in the development of human potential. Further, in applying these understandings to the author’s educational journey, it took friendship, caring, tough advice, and—above all—failure to make academic success happen.
"Crisis of Conscience: War and Peace at UMO"
The University of MAine Press
This publication marks the 50th anniversary of Stephen King’s entrance into the University of Maine at Orono in the fall of 1966. The accelerating war in Vietnam and great social upheaval at home exerted a profound impact on students of the period and deeply influenced King’s development as a writer and as a man. King’s fictional treatment of this experience in his novella “Hearts in Atlantis” (reprinted in this volume) tracks his youthful avatar, Peter Riley, through the awakenings and heartbreak of his turbulent first year at UMaine. In his accompanying essay, “Five to One, One in Five,” written expressly for this volume, King sheds his fictional persona and takes on the challenge of a nonfiction return to his undergraduate experience. The stereoscopic combination of these narratives, told with King’s characteristic blend of canny insight and self-deprecating humor, create a revealing portrait of the artist as young man and a ground-level tableau of this highly charged time. In addition, twelve fellow students and friends from King’s college days contribute personal narratives recalling their own experience of those years. These recollections—engaged, irreverent, and affecting—bring dimension and texture to the collective witnessing of a formative time in their lives and a defining moment in the country’s history.
"A Storyteller’s Inspiration" in Association of Rhode Island Authors Anthology
Stillwater Press
Selected short fiction, nonfiction, poetry & prose from The Association of Rhode Island Authors: Lenore M. Rheaume, Regina Andrews, W. Gauvin Barber, David Boiani, Adele Bourne, Heather Caranci, Paul Caranci, A. Keith Carreiro, R.N. Chevalier, Kathy Clark, Jess M. Collette, K. Eric Crook, Kevin Duarte, Hank Ellis, Jill Fague, Leo C. Frisk, Jr., Hannah R. Goodman, Patricia Hinkley, L.A. Jacob, Sam Kafrissen, Deborah Katz, Donna Lomastro, Paul Magnan, Peter Mandel, Richard Maule, Joann Mead, Don J. Metivier, G.A. Miller, Yvette Nachmias-Baeu, Jack Nolan, Frances O'Donnell, Dusty Pembroke, Joanne Perella, D.R. Perry, Joni Pfeiffer-Moser, Thom Ring, Victor Rudowski, Bob Sherman, Alycia Marie Shillan, Angelina Singer, J. Michael Squatrito, Jr., Edward Taylor, Debbie Kaiman Tillinghast, Cheryl A. Voisinet, Barbara Ann Whitman, Deb Zannelli.
Inquiry that Incites Insight
In George Noblit & Beth Hatt–Echeverria (Eds.) The Future of Educational Studies. Peter Lang Publishing, Inc.
This article briefly discusses with, and introduces to, readers an initial philosophical approach towards implementing innovative strategies and conceptual instructional tools that can be used in helping students initiate, maintain, enrich and weave their senses of critical thinking and creative awareness into their own research and presentation giving skills. The freedom to explore, a collaborative spirit, inspiration and humor are all necessary elements that help infuse such an endeavor with accompanying qualities that help deepen one’s reflective efforts of study. Aimed at fulfilling the standards presented by The Council of Learned Societies in Education [CLSE] (1998), the author believes that these standards help provide invaluable analytical tools to students and to other educational practitioners. Learning and mastering the interpretive, normative and critical perspectives becomes indispensable in understanding the complex realms of experience in which we dwell on personal and professional bases, and from which inquiry can be steeped in true insight into our educational worlds.
The Penitent - Part II
Copper Beech Press
The next novel in The Immortality Wars series continues . . . Her parents are viciously murdered by a band of killers. Hidden in the bottom of a roadside ditch as a baby in swaddling clothes, Evangel is only steps away from them. An old hermit, Matthew Greatworth, finds her the day after this tragedy unfolds. She is touched by a rare spiritual power and raised by Matthew in the heart of a sylvan wilderness. Evangel grows up in the quaint hermitage Matthew built years ago. In her 17th year, outlaws terrorize Matthew while she is away. The young girl reaches him just as his eyes are carved out of their sockets and placed on a stump before him. The miracles and struggles against those seeking to kill her, as well as those disbelieving the power of her presence, all come together in a battle of good versus evil. In a vision of clarity and prescience amidst her struggle for survival and meaning, she finds her future soul mate, Pall Warren, on a battlefield of death, and casts a prayer of protection around him. Evangel's remarkable journey to save herself, her newfound friends and then those who believe in her, brings to the reader a hauntingly beautiful and startling tale of wonder.
Add One Part Professor, Another Part Phenomenology, Mix Well into an Educational Pan of Philosophical Possibility and Promise
Journal of Philosophy and History of Education (Vol. 50). Society of Philosophy and History of Education
This article originates not only from the scholarly work and teaching practice of the author’s educational foundations background and research, but it also gleans knowledge from his work in the performing arts. The overarching phenomenological reach of this article embraces professor, student, subject and educational community being discussed as though all four of these entities are deeply involved in an artistic endeavor, the making of music,say in the practice of jazz, for example (Carreiro, 1999). While Chamberlin (1981) discusses the experience of education as a junction between two complex streams of experience, which is between student and teacher, this paper portrays it as four, instead. It is believed, here, that a teacher can wield such an understanding not through simplistic formulation of the principles contained in this paper but through engaging in the spirit of a synoptical artistry that one finds in the following indicated premises shown below: instrumentality of philosophy; craft of a craftsman; art of an artist; music of a composer; analyses of a scientist; knowledge of a scholar; way of a sensei (master); and, sagacious use of wisdom.
The Penitent - Part I
Copper Beech Press
A baby is born and placed in his dead mother's arms. When the funeral shroud is cast over her, his father names his son Pall. It will become a name that strikes a shiver into the hearts of those who hear it in combat. A lone survivor on a battlefield many years later, Pall dazedly recovers from the wounds of war. Despite the dead cast about him, everything he sees is unfamiliar to him. Wandering away from this scene of carnage, he encounters John Savage, a giant of a man who puts Pall within the sites of Savage's seven-foot nocked longbow. Ensuing from this deadly encounter is an elusive journey for truth. Yet it is haunted not just by a ravening demon out to destroy Pall and John, but by the vision of a startlingly beautiful young woman protecting Pall from afar.
Possible Matching Profiles
The following profiles may or may not be the same professor:
- A. Keith Carreiro
Bristol Community College (all campuses) - English
Possible Matching Profiles
The following profiles may or may not be the same professor:
- A. Keith Carreiro (90% Match)
History and Social Science Day Unit Lecturer
Bridgewater State University - Bridgewater State University (bsc) - A. Keith Carreiro (50% Match)
Adjunct Faculty
Bristol Community College - Bristol Community College (brc)
