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• Is the first educational volume to provide a comprehensive and
systematically analysis and review of what is known about different
sorts of existential threats • Offers educational implications
and suggestions, based on the latest research, of what humankind as
such needs to do in order to reduce and prevent threats •
Includes international contributions from top researchers in the
field
Indirect Education discusses direct and indirect pedagogies and the
complexities of these concepts within the field of education
practice and research. It addresses the question of when it is most
beneficial to be indirect with regard to teaching and educational
research. The book offers an original approach to education in how
it reasserts our right to a sense of ownership and agency in
educational explorations. It argues that there should be space for
indirect ways of teaching and communication when matters without
clear answers and objectives enter the educational sphere. Bringing
together a mix of empirical studies presented with a degree of
storytelling, the book explores the literature of educational
theory to make a novel and relatable argument for making space for
indirectness in learning contexts. Putting forward a compelling
case that is necessary for education in the difficult times that we
are living in, the book will appeal to academics, researchers and
students in the fields of educational theory, pedagogy, leadership
studies and educational practice. The Open Access version of this
book, available at www.taylorfrancis.com, has been made available
under a Creative Commons Attribution-Non Commercial-No Derivatives
4.0 license.
Indirect Education discusses direct and indirect pedagogies and the
complexities of these concepts within the field of education
practice and research. It addresses the question of when it is most
beneficial to be indirect with regard to teaching and educational
research. The book offers an original approach to education in how
it reasserts our right to a sense of ownership and agency in
educational explorations. It argues that there should be space for
indirect ways of teaching and communication when matters without
clear answers and objectives enter the educational sphere. Bringing
together a mix of empirical studies presented with a degree of
storytelling, the book explores the literature of educational
theory to make a novel and relatable argument for making space for
indirectness in learning contexts. Putting forward a compelling
case that is necessary for education in the difficult times that we
are living in, the book will appeal to academics, researchers and
students in the fields of educational theory, pedagogy, leadership
studies and educational practice. The Open Access version of this
book, available at www.taylorfrancis.com, has been made available
under a Creative Commons Attribution-Non Commercial-No Derivatives
4.0 license.
* Is the first educational volume to provide a comprehensive and
systematically analysis and review of what is known about different
sorts of existential threats * Offers educational implications and
suggestions, based on the latest research, of what humankind as
such needs to do in order to reduce and prevent threats * Includes
international contributions from top researchers in the field
In recent decades, a growing body of educational scholarship has
called into question deeply embedded assumptions about the nature,
value and consequences of reason. Education and the Limits of
Reason extends this critical conversation, arguing that in seeking
to investigate the meaning and significance of reason in human
lives, sources other than non-fiction educational or philosophical
texts can be helpful. Drawing on the work of Dostoevsky, Tolstoy
and Nabokov, the authors demonstrate that literature can allow us
to see how reason is understood and expressed, contested and
compromised - by distinctive individuals, under particular
circumstances, in complex and varied relations with others. Novels,
plays and short stories can take us into the workings of a rational
or irrational mind and show how the inner world of cognitive
activity is shaped by external events. Perhaps most importantly,
literature can prompt us to ask searching questions of ourselves;
it can unsettle and disturb, and in so doing can make an important
contribution to our educational formation. An original and thought
provoking work, Education and the Limits of Reason offers a fresh
perspective on classic texts by Dostoevsky, Tolstoy and Nabokov,
and encourages readers to reconsider conventional views of teaching
and learning. This book will appeal to a wide range of academics,
researchers and postgraduate students in the fields of education,
literature and philosophy.
In recent decades, a growing body of educational scholarship has
called into question deeply embedded assumptions about the nature,
value and consequences of reason. Education and the Limits of
Reason extends this critical conversation, arguing that in seeking
to investigate the meaning and significance of reason in human
lives, sources other than non-fiction educational or philosophical
texts can be helpful. Drawing on the work of Dostoevsky, Tolstoy
and Nabokov, the authors demonstrate that literature can allow us
to see how reason is understood and expressed, contested and
compromised - by distinctive individuals, under particular
circumstances, in complex and varied relations with others. Novels,
plays and short stories can take us into the workings of a rational
or irrational mind and show how the inner world of cognitive
activity is shaped by external events. Perhaps most importantly,
literature can prompt us to ask searching questions of ourselves;
it can unsettle and disturb, and in so doing can make an important
contribution to our educational formation. An original and thought
provoking work, Education and the Limits of Reason offers a fresh
perspective on classic texts by Dostoevsky, Tolstoy and Nabokov,
and encourages readers to reconsider conventional views of teaching
and learning. This book will appeal to a wide range of academics,
researchers and postgraduate students in the fields of education,
literature and philosophy.
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