跳到内容
Indirect pedagogy : some lessons in existential education 预览资料
关闭预览资料
正在查...

Indirect pedagogy : some lessons in existential education

著者: Herner Saeverot
出版商: Rotterdam ; Boston : SensePublishers, ©2013.
丛书: Educational futures, v.58.
版本/格式:   电子图书 : 文献 : 英语查看所有的版本和格式
数据库:WorldCat
提要:
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  再读一些...
评估:

(尚未评估) 0 附有评论 - 争取成为第一个。

主题
更多类似这样的

 

在线查找

与资料的链接

在图书馆查找

&AllPage.SpinnerRetrieving; 正在查找有这资料的图书馆...

详细书目

附加的形体格式: Print version:
Saeverot, Herner.
Indirect pedagogy.
Rotterdam : Sense Publishers, [2013]
(OCoLC)839389874
材料类型: 文献, 互联网资源
文件类型: 互联网资源, 计算机文档
所有的著者/提供者: Herner Saeverot
ISBN: 9789462091948 9462091943
OCLC号码: 829097895
描述: 1 online resource (xii, 104 p.)
内容: 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'.
丛书名: Educational futures, v.58.
责任: by Herner Saeverot.

摘要:

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.

评论

用户提供的评论
正在获取GoodReads评论...
正在检索DOGObooks的评论

标签

争取是第一个!
确认申请

你可能已经申请过这份资料。如果还是想申请,请选确认。

链接数据


<http://www.worldcat.org/oclc/829097895>
library:oclcnum"829097895"
library:placeOfPublication
library:placeOfPublication
library:placeOfPublication
owl:sameAs<info:oclcnum/829097895>
rdf:typeschema:Book
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
schema:about
schema:bookFormatschema:EBook
schema:copyrightYear"2013"
schema:creator
schema:datePublished"2013"
schema:description"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."
schema:exampleOfWork<http://worldcat.org/entity/work/id/1211380646>
schema:inLanguage"en"
schema:name"Indirect pedagogy some lessons in existential education"
schema:numberOfPages"104"
schema:publisher
schema:url<http://dx.doi.org/10.1007/978-94-6209-194-8>
schema:url<http://lib.myilibrary.com?id=551505>
schema:url<http://link.springer.com/10.1007/978-84-6209-194-8>
schema:url
schema:url<http://site.ebrary.com/id/10657231>
schema:url<http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=639510>
schema:url<http://site.ebrary.com/id/10733535>
schema:workExample

Content-negotiable representations

关闭窗口

请登入WorldCat 

没有张号吗?很容易就可以 建立免费的账号.