ISBN: 9781135193225

Should education be understood mainly as a practice in its own right, or is it essentially a subordinate affair to be shaped and controlled by a society's powers-that-be?What difference d… Plus…

Should education be understood mainly as a practice in its own right, or is it essentially a subordinate affair to be shaped and controlled by a society's powers-that-be?What difference does it make if students are chiefly viewed as recipients of a set of skills and knowledge, or as active participants in their own learning?　 Does education have a responsibility in cultivating humanity’s maturity, or are its purposes to be effectively matched to the functional requirements of a globalized age?　　 The New Significance of Learning explores these and other high-stakes questions. It challenges hierarchical and custodial conceptions of education that have been inherited as the ‘natural order’ of things. It discloses a more original and imaginative understanding of educational practice, illustrating this understanding with frequent practical examples. 　Among the merits highlighted by this approach are: a recognition that education is first and foremost an invitation to join a renewed experience of quest and disclosure;a realisation that taking up and pursuing such an invitation is a basic right, as distinct from a privilege to be bestowed or withheld;　 an awareness of the decisive importance of specific kinds relationships in practices of teaching and learning;an emphasis on the human qualities as well as the intellectual achievements nourished by dedicated communities of learning;an acknowledgement of partiality – of incompleteness and bias – in even the best of humankind’s learning efforts;the emergence of a distinctive ethical orientation for education as a practice in its own right. ; PDF; Education > Society & social sciences, Taylor and Francis<

ISBN: 9781135193225

Should education be understood mainly as a practice in its own right, or is it essentially a subordinate affair to be shaped and controlled by a society's powers-that-be?What difference d… Plus…

Should education be understood mainly as a practice in its own right, or is it essentially a subordinate affair to be shaped and controlled by a society's powers-that-be?What difference does it make if students are chiefly viewed as recipients of a set of skills and knowledge, or as active participants in their own learning?　 Does education have a responsibility in cultivating humanity’s maturity, or are its purposes to be effectively matched to the functional requirements of a globalized age?　　 The New Significance of Learning explores these and other high-stakes questions. It challenges hierarchical and custodial conceptions of education that have been inherited as the ‘natural order’ of things. It discloses a more original and imaginative understanding of educational practice, illustrating this understanding with frequent practical examples. 　Among the merits highlighted by this approach are: a recognition that education is first and foremost an invitation to join a renewed experience of quest and disclosure;a realisation that taking up and pursuing such an invitation is a basic right, as distinct from a privilege to be bestowed or withheld;　 an awareness of the decisive importance of specific kinds relationships in practices of teaching and learning;an emphasis on the human qualities as well as the intellectual achievements nourished by dedicated communities of learning;an acknowledgement of partiality – of incompleteness and bias – in even the best of humankind’s learning efforts;the emergence of a distinctive ethical orientation for education as a practice in its own right. ; PDF; Education > Society & social sciences, Taylor and Francis<

2009, ISBN: 9781135193225

Imagination's Heartwork, eBooks, eBook Download (PDF), Should education be understood mainly as a practice in its own right, or is it essentially a subordinate affair to be shaped and con… Plus…

Imagination's Heartwork, eBooks, eBook Download (PDF), Should education be understood mainly as a practice in its own right, or is it essentially a subordinate affair to be shaped and controlled by a society's powers-that-be?What difference does it make if students are chiefly viewed as recipients of a set of skills and knowledge, or as active participants in their own learning?a Does education have a responsibility in cultivating humanity's maturity, or are its purposes to be effectively matched to the functional requirements of a globalized age?a a The New Significance of Learning explores these and other high-stakes questions. It challenges hierarchical and custodial conceptions of education that have been inherited as the 'natural order' of things. It discloses a more original and imaginative understanding of educational practice, illustrating this understanding with frequent practical examples. a Among the merits highlighted by this approach are: a recognition that education is first and foremost an invitation to join a renewed experience of quest and disclosure;a realisation that taking up and pursuing such an invitation is a basic right, as distinct from a privilege to be bestowed or withheld;a an awareness of the decisive importance of specific kinds relationships in practices of teaching and learning;an emphasis on the human qualities as well as the intellectual achievements nourished by dedicated communities of learning;an acknowledgement of partiality - of incompleteness and bias - in even the best of humankind's learning efforts;the emergence of a distinctive ethical orientation for education as a practice in its own right. [PU: Taylor and Francis], Seiten: 198, Taylor and Francis, 2009<

ISBN: 9781135193225

Should education be understood mainly as a practice in its own right, or is it essentially a subordinate affair to be shaped and controlled by a society's powers-that-be? What difference… Plus…

Should education be understood mainly as a practice in its own right, or is it essentially a subordinate affair to be shaped and controlled by a society's powers-that-be? What difference does it make if students are chiefly viewed as recipients of a set of skills and knowledge, or as active participants in their own learning? Does education have a responsibility in cultivating humanity's maturity, or are its purposes to be effectively matched to the functional requirements of a globalized age? The New Significance of Learning explores these and other high-stakes questions. It challenges hierarchical and custodial conceptions of education that have been inherited as the natural order' of things. It discloses a more original and imaginative understanding of educational practice, illustrating this understanding with frequent practical examples. Among the merits highlighted by this approach are: a recognition that education is first and foremost an invitation to join a renewed experience of quest and disclosure; a realisation that taking up and pursuing such an invitation is a basic right, as distinct from a privilege to be bestowed or withheld; an awareness of the decisive importance of specific kinds relationships in practices of teaching and learning; an emphasis on the human qualities as well as the intellectual achievements nourished by dedicated communities of learning; an acknowledgement of partiality of incompleteness and bias in even the best of humankind's learning efforts; the emergence of a distinctive ethical orientation for education as a practice in its own right. Education Education eBook, Taylor and Francis<

2009, ISBN: 9781135193225

Imagination's Heartwork, eBooks, eBook Download (PDF), [PU: Taylor and Francis], Taylor and Francis, 2009