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

Autor: Michael Peters; Tze-Chang Liu; David J Ondercin
Editorial: Rotterdam ; Boston : SensePublishers, ©2012.
Serie: Open education, v.1.
Edición/Formato:   Libro-e : Documento : Inglés (eng)Ver todas las ediciones y todos los formatos
Base de datos:WorldCat
Resumen:
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  Leer más
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Detalles

Género/Forma: Electronic books
Formato físico adicional: Print version:
Peters, Michael (Michael A.), 1948-
Pedagogy of the open society
(OCoLC)827777614
Tipo de material: Documento, Recurso en Internet
Tipo de documento: Recurso en Internet, Archivo de computadora
Todos autores / colaboradores: Michael Peters; Tze-Chang Liu; David J Ondercin
ISBN: 9789460919671 9460919677 9460919650 9789460919657 9460919669 9789460919664
Número OCLC: 829090363
Descripción: 1 online resource.
Contenido: 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.
Título de la serie: Open education, v.1.
Responsabilidad: Michael A. Peters, Tze-Chang Liu and David J. Ondercin.

Resumen:

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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