Making Education Educational : A Reflexive Approach to Teaching
Mentés helye:
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| Testületi szerző: | |
| Közreműködő(k): | |
| Különgyűjtemény: | e-book |
| Formátum: | könyv |
| Nyelv: | angol |
| Megjelenés: |
Cham : Springer International Publishing : Imprint: Springer,
2019
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| Kiadás: | 1st ed. 2019 |
| Sorozat: | Contemporary Philosophies and Theories in Education, ISSN 2214-9759 ; 12 |
| Tárgyszavak: | |
| Online elérés: | http://doi.org/10.1007/978-3-030-27076-6 |
| Címkék: |
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| id |
opac-EUL01-000998669 |
|---|---|
| collection |
e-book |
| institution |
L_408 EUL01 |
| spelling |
Hoveid, Halvor Making Education Educational A Reflexive Approach to Teaching by Halvor Hoveid, Marit Honerød Hoveid 1st ed. 2019 Cham Springer International Publishing Imprint: Springer 2019 XVI, 197 p. online forrás, ill. szöveg txt rdacontent számítógépes c rdamedia távoli hozzáférés cr rdacarrier szövegfájl PDF rda Contemporary Philosophies and Theories in Education 2214-9759 12 Foreword -- preface -- Introduction -- 1. Teaching -- 2. Teaching a Reflexive Approach -- 3. Teaching and Epistemology -- 4. Teaching - Between Attention and Delivery -- 5. Teaching Towards Equity - Listening and Reading -- 6. Education - An Institutionalisation of Teaching -- 7. Education - Coordination of Action - Mutual Recognition. This book is an argument for reflexivity in the act of teaching, which means to acknowledge that intention guides the act of teaching. Teaching must create attention towards processes of collectivity in the classroom. Today, teaching is both acts of expressing knowledge and acts of securing justice to all students through a mediation of knowledge. Teaching therefore expresses both knowledge with reference to school subjects, and justice according to the distribution of this knowledge. The authors argue for teaching as the driver of education. To pay attention to teaching is to pay attention to that which is inside the system of education. To consider education as a mediation of knowledge between generations, places teaching as an act of performing the content of education, in a class in a school. The complexity of these processes is easily overlooked when education is used as a means in competitive economies. The approach taken in this text is that deliberations about teaching must be based on historicity. The support for this argument builds on a reading of the French philosopher Paul Ricoeur. The book addresses teaching as an integral part of the learning process. In education today, everything seems to be concentrated around learning, as if teaching no longer takes place. Teachers and teacher educators need a language to discuss and understand teaching, both as personal and institutional actions. A Ricoeurian approach to a discussion on teaching as a reflexive and institutional practice, provides a timely approach to important questions related to teaching in our day and age. Nyomtatott kiadás: ISBN 9783030270759 Nyomtatott kiadás: ISBN 9783030270773 Nyomtatott kiadás: ISBN 9783030270780 Az e-könyvek a teljes ELTE IP-tartományon belül online elérhetők. könyv e-book oktatás filozófia oktatás elmélet módszertan neveléstörténet Education Philosophy Teaching. Philosophy and social sciences. Education History elektronikus könyv Hoveid, Marit Honerød Tft. SpringerLink (Online service) közread. Contemporary philosophies and theories in education Online változat http://doi.org/10.1007/978-3-030-27076-6 EUL01 |
| language |
English |
| format |
Book |
| author |
Hoveid, Halvor |
| spellingShingle |
Hoveid, Halvor Making Education Educational : A Reflexive Approach to Teaching Contemporary Philosophies and Theories in Education, ISSN 2214-9759 ; 12 oktatás -- filozófia oktatás -- elmélet -- módszertan neveléstörténet Education -- Philosophy Teaching. Philosophy and social sciences. Education -- History elektronikus könyv |
| author_facet |
Hoveid, Halvor Hoveid, Marit Honerød, Tft. SpringerLink (Online service), közread. |
| author2 |
Hoveid, Marit Honerød, Tft. |
| author_corporate |
SpringerLink (Online service), közread. |
| author_sort |
Hoveid, Halvor |
| title |
Making Education Educational : A Reflexive Approach to Teaching |
| title_sub |
A Reflexive Approach to Teaching |
| title_short |
Making Education Educational |
| title_full |
Making Education Educational A Reflexive Approach to Teaching by Halvor Hoveid, Marit Honerød Hoveid |
| title_fullStr |
Making Education Educational A Reflexive Approach to Teaching by Halvor Hoveid, Marit Honerød Hoveid |
| title_full_unstemmed |
Making Education Educational A Reflexive Approach to Teaching by Halvor Hoveid, Marit Honerød Hoveid |
| title_auth |
Making Education Educational A Reflexive Approach to Teaching |
| title_sort |
making education educational a reflexive approach to teaching |
| series |
Contemporary Philosophies and Theories in Education, ISSN 2214-9759 ; 12 |
| series2 |
Contemporary philosophies and theories in education |
| publishDate |
2019 |
| publishDateSort |
2019 |
| physical |
XVI, 197 p. : online forrás, ill. |
| edition |
1st ed. 2019 |
| isbn |
978-3-030-27076-6 |
| issn |
2214-9759 |
| callnumber-first |
L - Education |
| callnumber-subject |
LC - Social Aspects of Education |
| callnumber-label |
LC8-6691 |
| callnumber-raw |
371 H 93 |
| callnumber-search |
371 H 93 |
| topic |
oktatás -- filozófia oktatás -- elmélet -- módszertan neveléstörténet Education -- Philosophy Teaching. Philosophy and social sciences. Education -- History elektronikus könyv |
| topic_facet |
oktatás -- filozófia oktatás -- elmélet -- módszertan neveléstörténet Education -- Philosophy Teaching. Philosophy and social sciences. Education -- History elektronikus könyv oktatás neveléstörténet Education Teaching. Philosophy and social sciences. filozófia elmélet módszertan Philosophy History |
| url |
http://doi.org/10.1007/978-3-030-27076-6 |
| illustrated |
Illustrated |
| dewey-hundreds |
300 - Social sciences |
| dewey-tens |
370 - Education |
| dewey-ones |
370 - Education |
| dewey-full |
370.1 |
| dewey-sort |
3370.1 |
| dewey-raw |
370.1 |
| dewey-search |
370.1 |
| first_indexed |
2023-12-27T14:34:26Z |
| last_indexed |
2023-12-29T20:06:33Z |
| recordtype |
opac |
| publisher |
Cham : Springer International Publishing : Imprint: Springer |
| _version_ |
1786644313076137986 |
| score |
13,368436 |
| generalnotes |
This book is an argument for reflexivity in the act of teaching, which means to acknowledge that intention guides the act of teaching. Teaching must create attention towards processes of collectivity in the classroom. Today, teaching is both acts of expressing knowledge and acts of securing justice to all students through a mediation of knowledge. Teaching therefore expresses both knowledge with reference to school subjects, and justice according to the distribution of this knowledge. The authors argue for teaching as the driver of education. To pay attention to teaching is to pay attention to that which is inside the system of education. To consider education as a mediation of knowledge between generations, places teaching as an act of performing the content of education, in a class in a school. The complexity of these processes is easily overlooked when education is used as a means in competitive economies. The approach taken in this text is that deliberations about teaching must be based on historicity. The support for this argument builds on a reading of the French philosopher Paul Ricoeur. The book addresses teaching as an integral part of the learning process. In education today, everything seems to be concentrated around learning, as if teaching no longer takes place. Teachers and teacher educators need a language to discuss and understand teaching, both as personal and institutional actions. A Ricoeurian approach to a discussion on teaching as a reflexive and institutional practice, provides a timely approach to important questions related to teaching in our day and age. |