The New Significance Of Learning
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The New Significance Of Learning
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Author : Pádraig Hogan
language : en
Publisher: Routledge
Release Date : 2009-12-04
The New Significance Of Learning written by Pádraig Hogan and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009-12-04 with Education categories.
Should education be understood mainly as a practice in its own right, or is it essentially a subordinate affair to be shaped and controlled by a society’s powers-that-be? What difference does it make if students are chiefly viewed as recipients of a set of skills and knowledge, or as active participants in their own learning? Does education have a responsibility in cultivating humanity’s maturity, or are its purposes to be effectively matched to the functional requirements of a globalized age? The New Significance of Learning explores these and other high-stakes questions. It challenges hierarchical and custodial conceptions of education that have been inherited as the ‘natural order’ of things. It discloses a more original and imaginative understanding of educational practice, illustrating this understanding with frequent practical examples. Among the merits highlighted by this approach are: a recognition that education is first and foremost an invitation to join a renewed experience of quest and disclosure; a realisation that taking up and pursuing such an invitation is a basic right, as distinct from a privilege to be bestowed or withheld; an awareness of the decisive importance of specific kinds relationships in practices of teaching and learning; an emphasis on the human qualities as well as the intellectual achievements nourished by dedicated communities of learning; an acknowledgement of partiality – of incompleteness and bias – in even the best of humankind’s learning efforts; the emergence of a distinctive ethical orientation for education as a practice in its own right.
The New Significance Of Learning
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Author : Pádraig Hogan
language : en
Publisher: Routledge
Release Date : 2009-12-04
The New Significance Of Learning written by Pádraig Hogan and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009-12-04 with Education categories.
Reviews the restricting consequences of older and newer forms of paternalism, in education, taking a historical perspective and offering a cohesive sustained argument.
The New Meaning Of Educational Change
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Author : Michael Fullan
language : en
Publisher:
Release Date : 2007
The New Meaning Of Educational Change written by Michael Fullan and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with Education categories.
Over the last few decades there have been attempts at planned educational change. The benefits have not equalled the cost. Fullan distils from these experiences lessons about how to cope with, and influence, educational change.
Creating A Learning Society
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Author : Joseph E. Stiglitz
language : en
Publisher: Columbia University Press
Release Date : 2015-10-06
Creating A Learning Society written by Joseph E. Stiglitz and has been published by Columbia University Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-10-06 with Business & Economics categories.
“A superb new understanding of the dynamic economy as a learning society, one that goes well beyond the usual treatment of education, training, and R&D.”—Robert Kuttner, author of The Stakes: 2020 and the Survival of American Democracy Since its publication Creating a Learning Society has served as an effective tool for those who advocate government policies to advance science and technology. It shows persuasively how enormous increases in our standard of living have been the result of learning how to learn, and it explains how advanced and developing countries alike can model a new learning economy on this example. Creating a Learning Society: Reader’s Edition uses accessible language to focus on the work’s central message and policy prescriptions. As the book makes clear, creating a learning society requires good governmental policy in trade, industry, intellectual property, and other important areas. The text’s central thesis—that every policy affects learning—is critical for governments unaware of the innovative ways they can propel their economies forward. “Profound and dazzling. In their new book, Joseph E. Stiglitz and Bruce C. Greenwald study the human wish to learn and our ability to learn and so uncover the processes that relate the institutions we devise and the accompanying processes that drive the production, dissemination, and use of knowledge . . . This is social science at its best.”—Partha Dasgupta, University of Cambridge “An impressive tour de force, from the theory of the firm all the way to long-term development, guided by the focus on knowledge and learning . . . This is an ambitious book with far-reaching policy implications.”—Giovanni Dosi, director, Institute of Economics, Scuola Superiore Sant’Anna “[A] sweeping work of macroeconomic theory.”—Harvard Business Review
How We Learn
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Author : Knud Illeris
language : en
Publisher: Routledge
Release Date : 2007-10-04
How We Learn written by Knud Illeris and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007-10-04 with Education categories.
How We Learn deals with the fundamental issues of the processes of learning, critically assessing different types of learning and obstacles to learning. It also considers a broad range of other important questions in relation to learning such as: modern research into learning and brain functions self-perception, motivation and competence development teaching, intelligence and learning style learning in relation to gender and life age. The book provides a comprehensive introduction to both traditional learning theory and the newest international research into learning processes, while at the same time being an innovative contribution to a new and more holistic understanding of learning including discussion on school-based learning, net-based learning, workplace learning and educational politics. How We Learn examines all the key factors that help to create a holistic understanding of what learning actually is and why and how learning and non-learning take place. It is also however a refreshing and thought-provoking piece of scholarly work as it adds new research material, new understandings and new points of view.
Ebook New Perspectives In Primary Education Meaning And Purpose In Learning And Teaching
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Author : Sue Cox
language : en
Publisher: McGraw-Hill Education (UK)
Release Date : 2011-09-16
Ebook New Perspectives In Primary Education Meaning And Purpose In Learning And Teaching written by Sue Cox and has been published by McGraw-Hill Education (UK) this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011-09-16 with Education categories.
"This is a timely book, enabling teachers to reflect critically upon their existing work-place practices, which have been so powerfully shaped by the target culture and the logic of performativity that has underpinned it for two decades. More importantly it will empower primary school teachers to play a more active role in effecting curriculum and pedagogical change in their schools and classrooms." Professor John Elliot, School of Education, University of East Anglia, UK This book encourages you to question the existing culture of schooling, its principles and practices. Current practices have been shaped and dominated by a target led and outcomes driven agenda. The book addresses some of the conflicts that arise in the demand for performance on the one hand and teachers' responsiveness to children and their learning on the other. Sue Cox sets out to show how change might be based on clear understandings of how children learn and how teachers contribute to that learning. She does this by providing frameworks for change and shows how, from these perspectives, participation is key to children's learning. She then goes on to explore the implications for teachers working collaboratively with children in areas such as interaction, curriculum and assessment. An underlying aim of the book is to provide the tools for teachers to develop a principled approach to what they do and how they think in order to challenge some entrenched practices and thinking. This book provides thoughtful reading and promotes reflective thinking for primary teachers, teachers in training and researchers with insight into new ways of thinking about and developing primary education.
Lifelong Learning And The New Educational Order
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Author : John Field
language : en
Publisher: SAGE Publications
Release Date : 2006
Lifelong Learning And The New Educational Order written by John Field and has been published by SAGE Publications this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006 with Education categories.
In Britain and elsewhere there is an explosion of interest in lifelong learning. John Field explores the background to this sudden rise of interest amongst policy makers and assesses the chances of achieving a viable learning society.
Meaning Of Lifelong Learning
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Author : Tara Chand Sharma
language : en
Publisher: Sarup & Sons
Release Date : 2004
Meaning Of Lifelong Learning written by Tara Chand Sharma and has been published by Sarup & Sons this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004 with Continuing education categories.
Learning As Social Practice
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Author : Gunther Kress
language : en
Publisher: Routledge
Release Date : 2021-05-18
Learning As Social Practice written by Gunther Kress and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021-05-18 with Education categories.
This book studies learning as a social enterprise, contextually situated, organized and assessed. It gives a broad theoretic grounding for an understanding of learning which goes beyond a common reductionist approach. The book discusses four related approaches to learning which share a social perspective: social semiotics and multimodality; a design-theoretic approach to learning; a socio-cultural perspective; and a perspective of mimetic learning. Contributing authors consider the theoretical question of how to understand educational systems, learning and social communication as historically situated practices. The chapters in this book analyze key working practices including: analyzing what learning, remembering and cognitive work is like in a practice involving different kinds of expertise; problem-solving and engaging through collaboration; learning and teaching in different formal, semi- and non-formal environments; a design-theoretic approach to learning; social semiotic perspectives on learning; the mimetic and ritual dimension of learning; how social learning can be organized to support students; how learning has been conceptualized in psychology and neighbouring research areas. This book will be of great interest to students and researchers interested in learning and meaning-making, multimodal representations and communication, designs for learning, education and teaching, and social achievement in different formal and non-formal contexts.
Contextual Teaching And Learning
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Author : Elaine B. Johnson
language : en
Publisher: Corwin Press
Release Date : 2002
Contextual Teaching And Learning written by Elaine B. Johnson and has been published by Corwin Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2002 with Education categories.
Contextual teaching and learning (CTL) is a system for teaching that is grounded in brain research. Brain research indicates that we learn best when we see meaning in new tasks and material, and we discover meaning when we are able to connect new information with our existing knowledge and experiences. Students learn best, according to neuroscience, when they can connect the content of academic lessons with the context of their own daily lives. Johnson discusses the elements of the brain-compatible contextual teaching and learning system: making meaningful connections; investing school work with significance; self-regulated learning; collaboration; critical and creating thinking; nurturing the individual; reaching high standards; and using authentic assessment. Drawing on the practices of teachers in kindergarten through university, Johnson provides numerous examples of how to use each part of the CTL system.