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Best known today for his novels, plays and short stories, but also
an accomplished essayist, editor and journalist, Albert Camus was
one of the most influential literary figures of the 20th century.
He has gained widespread recognition for works such as The
Stranger, Caligula, The Plague and Exile and the Kingdom. In 1957
Camus was awarded the Nobel Prize for Literature. In 1960 he was
killed in a car accident, aged just 46. Since Camus' untimely
death, his work has been engaged by scholars in literature,
politics, philosophy and many other fields. This volume is one of
the first book-length studies of Camus with a specifically
educational focus. Camus' writings raise and address ethical and
political questions that resonate strongly with current concerns
and debates in educational theory, and the difficulties and
dilemmas faced by his characters mirror those encountered by many
teachers in school classrooms. This book will appeal to all who
wish to consider the connections between education, ethics and the
problem of human existence. This book was originally published as a
special issue of Educational Philosophy & Theory.
Best known today for his novels, plays and short stories, but also
an accomplished essayist, editor and journalist, Albert Camus was
one of the most influential literary figures of the 20th century.
He has gained widespread recognition for works such as The
Stranger, Caligula, The Plague and Exile and the Kingdom. In 1957
Camus was awarded the Nobel Prize for Literature. In 1960 he was
killed in a car accident, aged just 46. Since Camus' untimely
death, his work has been engaged by scholars in literature,
politics, philosophy and many other fields. This volume is one of
the first book-length studies of Camus with a specifically
educational focus. Camus' writings raise and address ethical and
political questions that resonate strongly with current concerns
and debates in educational theory, and the difficulties and
dilemmas faced by his characters mirror those encountered by many
teachers in school classrooms. This book will appeal to all who
wish to consider the connections between education, ethics and the
problem of human existence. This book was originally published as a
special issue of Educational Philosophy & Theory.
This book is the result of a research symposium sponsored by the
Association for Educational Communications and Technology [AECT].
The fifteen chapters were developed by leaders in the field and
represent the most updated and cutting edge methodology in the
areas of instructional design and instructional technology. The
broad concepts of design, design thinking, the design process, and
the design studio, are identified and they form the framework of
the book. This book advocates the conscious adoption of a mindset
of design thinking, such as that evident in a range of divergent
professions including business, government, and medicine. At its
core is a focus on "planning, inventing, making, and doing."
(Cross, 1982), all of which are of value to the field of
educational technology. Additionally, the book endeavors to develop
a deep understanding of the design process in the reader. It is a
critical skill, often drawing from other traditional design fields.
An examination of the design process as practiced, of new models
for design, and of ways to connect theory to the development of
educational products are all fully explored with the goal of
providing guidance for emerging instructional designers and
deepening the practice of more advanced practitioners. Finally, as
a large number of leading schools of instructional design have
adopted the studio form of education for their professional
programs, we include this emerging topic in the book as a practical
and focused guide for readers at all levels.
This book is the result of a research symposium sponsored by the
Association for Educational Communications and Technology [AECT].
The fifteen chapters were developed by leaders in the field and
represent the most updated and cutting edge methodology in the
areas of instructional design and instructional technology. The
broad concepts of design, design thinking, the design process, and
the design studio, are identified and they form the framework of
the book. This book advocates the conscious adoption of a mindset
of design thinking, such as that evident in a range of divergent
professions including business, government, and medicine. At its
core is a focus on "planning, inventing, making, and doing."
(Cross, 1982), all of which are of value to the field of
educational technology. Additionally, the book endeavors to develop
a deep understanding of the design process in the reader. It is a
critical skill, often drawing from other traditional design fields.
An examination of the design process as practiced, of new models
for design, and of ways to connect theory to the development of
educational products are all fully explored with the goal of
providing guidance for emerging instructional designers and
deepening the practice of more advanced practitioners. Finally, as
a large number of leading schools of instructional design have
adopted the studio form of education for their professional
programs, we include this emerging topic in the book as a practical
and focused guide for readers at all levels.
This book invites readers to both reassess and reconceptualize
definitions of childhood and pedagogy by imagining the
possibilities - past, present, and future - provided by the
aesthetic turn to science fiction. It explores constructions of
children, childhood, and pedagogy through the multiple lenses of
science fiction as a method of inquiry, and discusses what counts
as science fiction and why science fiction counts. The book
examines the notion of relationships in a variety of genres and
stories; probes affect in the convergence of childhood and science
fiction; and focuses on questions of pedagogy and the ways that
science fiction can reflect the status quo of schooling theory,
practice, and policy as well as offer alternative educative
possibilities. Additionally, the volume explores connections
between children and childhood studies, pedagogy and posthumanism.
The various contributors use science fiction as the frame of
reference through which conceptual links between inquiry and
narrative, grounded in theories of media studies, can be developed.
This book invites readers to both reassess and reconceptualize
definitions of childhood and pedagogy by imagining the
possibilities - past, present, and future - provided by the
aesthetic turn to science fiction. It explores constructions of
children, childhood, and pedagogy through the multiple lenses of
science fiction as a method of inquiry, and discusses what counts
as science fiction and why science fiction counts. The book
examines the notion of relationships in a variety of genres and
stories; probes affect in the convergence of childhood and science
fiction; and focuses on questions of pedagogy and the ways that
science fiction can reflect the status quo of schooling theory,
practice, and policy as well as offer alternative educative
possibilities. Additionally, the volume explores connections
between children and childhood studies, pedagogy and posthumanism.
The various contributors use science fiction as the frame of
reference through which conceptual links between inquiry and
narrative, grounded in theories of media studies, can be developed.
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