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What kind of education is needed for democracy? How can education
respond to the challenges that current democracies face? This
unprecedented Handbook offers a comprehensive overview of the most
important ideas, issues, and thinkers within democratic education.
Its thirty chapters are written by leading experts in the field in
an accessible format. Its breadth of purpose and depth of analysis
will appeal to both researchers and practitioners in education and
politics. The Handbook addresses not only the historical roots and
philosophical foundations of democratic education, but also engages
with contemporary political issues and key challenges to the
project of democratic education.
Transformative approaches to teaching and learning have become
ubiquitous in education today. Researchers, practitioners and
commentators alike often claim that a truly worthwhile education
should transform learners in a profound and enduring way. But what
exactly does it mean to be so transformed? What should teachers be
transforming students into? Should they really attempt to transform
students at all? The Transformative Classroom engages with these
questions left open by the vast discussion of transformative
education, providing a synthetic overview and critique of some of
the most influential approaches today. In doing so, the book offers
a new theory of transformative education that focuses on awakening
and facilitating students' aspiration. Drawing on important
insights from ethics, psychology, and the philosophy of education,
the book provides both conceptual clarity and concrete practical
guidance to teachers who hope to create a transformative classroom.
This book will be of great interest for academics, K-12 teachers,
researchers and students in the fields of curriculum and
instruction, teaching and learning, adult education, social justice
education, educational theory and philosophy of education.
What kind of education is needed for democracy? How can education
respond to the challenges that current democracies face? This
unprecedented Handbook offers a comprehensive overview of the most
important ideas, issues, and thinkers within democratic education.
Its thirty chapters are written by leading experts in the field in
an accessible format. Its breadth of purpose and depth of analysis
will appeal to both researchers and practitioners in education and
politics. The Handbook addresses not only the historical roots and
philosophical foundations of democratic education, but also engages
with contemporary political issues and key challenges to the
project of democratic education.
Transformative approaches to teaching and learning have become
ubiquitous in education today. Researchers, practitioners and
commentators alike often claim that a truly worthwhile education
should transform learners in a profound and enduring way. But what
exactly does it mean to be so transformed? What should teachers be
transforming students into? Should they really attempt to transform
students at all? The Transformative Classroom engages with these
questions left open by the vast discussion of transformative
education, providing a synthetic overview and critique of some of
the most influential approaches today. In doing so, the book offers
a new theory of transformative education that focuses on awakening
and facilitating students' aspiration. Drawing on important
insights from ethics, psychology, and the philosophy of education,
the book provides both conceptual clarity and concrete practical
guidance to teachers who hope to create a transformative classroom.
This book will be of great interest for academics, K-12 teachers,
researchers and students in the fields of curriculum and
instruction, teaching and learning, adult education, social justice
education, educational theory and philosophy of education.
Die Idee der Transformation ist in der internationalen
Erziehungswissenschaft geradezu allgegenwartig geworden. Bildung
wird in diesem Rahmen nicht mehr allein als Aneignung von
Lehrinhalten, Kompetenzen oder kanonisierten Bildungsgutern
verstanden, sondern vornehmlich als Prozess charakterisiert, in dem
sich unsere Beziehung zu uns Selbst, zu Anderen und zur Welt
grundlegend verandert. Doch was heisst es, eine Transformation zu
erleben? Welche Transformationstheorien und -ansatze gibt es in der
Erziehungswissenschaft? Wozu sind sie nutzlich und wo haben sie
Schwachstellen? Dieser Band befasst sich mit diesen und anderen
zentralen Fragen der zeitgenoessischen Diskussion zu Bildung und
Transformation, um einen systematischen UEberblick uber dieses
wichtige Forschungsfeld darzubieten.
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