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The pedagogy of the open society : knowledge and the governance of higher education Titelvorschau
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The pedagogy of the open society : knowledge and the governance of higher education

Verfasser/in: Michael Peters; Tze-Chang Liu; David J Ondercin
Verlag: Rotterdam ; Boston : SensePublishers, ©2012.
Serien: Open education, v.1.
Ausgabe/Format   E-Book : Dokument : EnglischAlle Ausgaben und Formate anzeigen
Datenbank:WorldCat
Zusammenfassung:
Social processes and policies that foster openness as an overriding value as evidenced in the growth of open source, open access and open education and their convergences that characterize global knowledge communities that transcend borders of the nation-state. Openness seems also to suggest political transparency and the norms of open inquiry, indeed, even democracy itself as both the basis of the logic of inquiry  Weiterlesen…
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Gattung/Form: Electronic books
Physisches Format Print version:
Peters, Michael (Michael A.), 1948-
Pedagogy of the open society
(OCoLC)827777614
Medientyp: Dokument, Internetquelle
Dokumenttyp: Internet-Ressource, Computer-Datei
Alle Autoren: Michael Peters; Tze-Chang Liu; David J Ondercin
ISBN: 9789460919671 9460919677
OCLC-Nummer: 829090363
Beschreibung: 1 online resource.
Inhalt: Creative Economy and Open Education --
Creativity, Openness and the Global Knowledge Economy --
Esoteric and Open Pedagogies --
Open Learning Systems --
The Economics of Open Education --
Knowledge Socialism and Universities --
Knowledge Socialism and Universities --
Learned Societies, Public Good Science and Openness in the Digital Age.
Serientitel: Open education, v.1.
Verfasserangabe: Michael A. Peters, Tze-Chang Liu and David J. Ondercin.

Abstract:

Social processes and policies that foster openness as an overriding value as evidenced in the growth of open source, open access and open education and their convergences that characterize global knowledge communities that transcend borders of the nation-state. Openness seems also to suggest political transparency and the norms of open inquiry, indeed, even democracy itself as both the basis of the logic of inquiry and the dissemination of its results. Openness is a value and philosophy that also offers us a means for transforming our institutions and our practices. This book examines the interface between learning, pedagogy and economy in terms of the potential of open institutions to transform and revitalize education in the name of the public good.

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