Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faculty Publications Book Chapter Faculty Publications- Book Chapter Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Thomas, Kennedy Andrew; Nair, Sindhu Shantha; Kureethara, Joseph Varghese; Mathew, Jemy Jose Title A name given to the resource Education and Human Emergencies Conundrum Date A point or period of time associated with an event in the lifecycle of the resource 01-01-2025 Source A related resource from which the described resource is derived Education and Pedagogical Experiences: Coping with Human Emergencies and Exploring Resilience Strategies;pp.153-171 Identifier An unambiguous reference to the resource within a given context <a href="https://doi.org/10.4324/9781003546092-14" target="_blank" rel="noreferrer noopener">https://doi.org/10.4324/9781003546092-14</a> <br /><br /><a href="https://www.scopus.com/pages/publications/105000144079?origin=resultslist" target="_blank" rel="noreferrer noopener">https://www.scopus.com/pages/publications/105000144079?origin=resultslist</a> Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Thomas K.A., Centre for Education Beyond Curriculum (CEDBEC), School of Education at Christ University, Bangalore, India; Nair S.S., IIM, SISHANA, Amrita University, Lucknow, India; Kureethara J.V., Department of Mathematics, Christ University, Bangalore, India; Mathew J.J., Christ University, National Psychological Corporation, India Description An account of the resource This chapter aims to make sublime the phenomenological research design to bring out the essence of human teaching during emergencies. The approach identifies distinguishing attributes through subjective comprehension, experiences, and beliefs of teaching when the routine is disrupted through emergencies, disasters, and conflicts. It is intended to increase the comprehension of subjective attitudes, beliefs, and experiences while working in emergencies. It also looks at participant engagement in teaching and learning and identifying distinctive patterns or factors emerging from these convergent or divergent thought processes or experiences during emergencies. The chapter summarises the findings of this study and hopes to throw light on how to stabilise, structure, and teach values, skills, tolerance, and disaster risk reduction during disrupting emergencies. This chapter delves into the realm of phenomenological research to explore the essence of human teaching amidst emergencies. By summarising the studys findings, the chapter aims to offer insights into how to effectively navigate and adapt teaching practices to stabilise, structure, and impart values, skills, tolerance, and disaster risk reduction during disruptive emergencies. It contributes to a deeper understanding of teaching in crisis situations, ultimately informing strategies for educational resilience and response. 2025 selection and editorial matter, Kennedy Andrew Thomas and Joseph Varghese Kureethara; individuals, the contributors. Publisher An entity responsible for making the resource available Taylor and Francis Relation A related resource ISBN: 978-104032133-1; 978-103290080-3; Language A language of the resource English Type The nature or genre of the resource Book chapter Rights Information about rights held in and over the resource Restricted Access; Hardcopy may be available in the library Format The file format, physical medium, or dimensions of the resource online