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Indirect pedagogy : some lessons in existential education

著者: Herner Saeverot
出版社: Rotterdam ; Boston : SensePublishers, ©2013.
シリーズ: Educational futures, v. 58.
エディション/フォーマット:   電子書籍 : Document : Englishすべてのエディションとフォーマットを見る
概要:
While existential issues perhaps concern people the most, today's education is not as preoccupied with such issues. Instead, education is becoming more uniform and streamlined; more and more one-sidedly directed towards what is useful. The purpose of this book is to focus on education's existential dimension. Such a focus requires at least three things. Firstly, we need to justify why it is necessary to reconnect  続きを読む
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詳細

ジャンル/形式: Electronic books
その他のフォーマット: Print version:
Saeverot, Herner.
Indirect pedagogy.
Rotterdam : Sense Publishers, [2013]
(OCoLC)839389874
資料の種類: Document, インターネット資料
ドキュメントの種類 インターネット資料, 電子ファイル
すべての著者/寄与者: Herner Saeverot
ISBN: 9789462091948 9462091943 130620254X 9781306202541
OCLC No.: 829097895
物理形態: 1 online resource (xii, 104 pages).
コンテンツ: The need for reconnecting with existentialism in education --
Time for existential education --
The pedagogic art of seduction --
Educative deceit --
Indirect teacher praise --
Indirect teacher praise --
Existential education and the question of 'God'.
シリーズタイトル: Educational futures, v. 58.
責任者: by Herner Saeverot.

概要:

While existential issues perhaps concern people the most, today's education is not as preoccupied with such issues. Instead, education is becoming more uniform and streamlined; more and more one-sidedly directed towards what is useful. The purpose of this book is to focus on education's existential dimension. Such a focus requires at least three things. Firstly, we need to justify why it is necessary to reconnect with existentialism in education. Secondly, we need to undergo an examination of the quality of existential education, so that we can have a basis as to what kind of educational interests teachers should have. Thirdly, we need to gain knowledge about how teachers may teach in light of existential matters. However, to teach in light of existence is highly paradoxical in that existence cannot be forced on someone, but is rather a subjective matter. Teaching which is non-ironical or too direct can thus be very problematic concerning existential issues. The reason being that there is no objective truth in terms of existence. There is only a matter of subjective or existential truth, which is only true for the single individual. Therefore, the book suggests that the approach teachers' take must be discrete and indirect so as to create room for students to take responsibility for their subjective truth. Such an indirect pedagogy is not a programme, but rather a form of existential education. The overall aim of the book is, by way of introducing and developing the concept of indirect pedagogy, to extend and reinvent the language of teaching.

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