|
Showing 1 - 9 of
9 matches in All Departments
This edited volume brings together experts from across the field of
education to explore how traditional pedagogic and didactic forms
and processes are changing, or even disappearing, as a result of
new technologies being used for education and learning. Considering
the use, opportunites and limitations of technologies including
interactive whiteboards, tablets, smart phones, search engines and
social media platforms, chapters draw on primary and secondary
research to illustrate the wide-reaching and often salient changes
which new digital technologies are introducing into educational
environments and learning practices around the world. Neither
claiming that traditional forms of learning must be replaced, nor
calling for a restoration of the school, Education in the Age of
the Screen offers a nuanced exploration of the implications of
digitization for education. Taking a broad view on education as a
social and cultural phenomenon, the volume focuses on three major
dimensions: the wider conditions against the background of which we
educate and are educated today, detailed examples of aesthetic
practices and educational initiatives in the current media culture,
and concrete answers to the challenges that come our way. A
comprehensive and timely consideration of the state of education in
the digital age, this will be of interest to researchers, academics
and post-graduate students in the fields of education and pedagogy,
media and cultural studies, as well as teacher educators and
trainee teachers.
This book addresses essential educational dimensions of the
university that are often overlooked, not only by prevailing
discourses and practices but also by standard critical approaches
to higher education. Each chapter takes a different approach to the
articulation of a 'post-critical' view of the university, and
focuses on a specific dimension, including lectures, academic
freedom, and the student experience. The 'post-critical' attitude
offers an affirmative approach to the constitutive educational
practices of the university. It is 'post-' because it is a movement
in thought that comes after the critical, which, in its modern and
postmodern forms is considered, in Latour's terms, to have 'run out
of steam'. It is an attempt to articulate new conceptual and
methodological tools that help us grasp our current conditions. It
is not anti-critique; but rather than seeking to debunk current
practices, this affirmative approach offers perspectives that shed
new light on what we do as educators, on the essence of our
educational practices, and on their immanent value. The focus on
the educational, then, applies not only to practices that happen to
take place in the educational space of the university, but also to
those practices whose value we can understand in educational terms.
This book addresses essential educational dimensions of the
university that are often overlooked, not only by prevailing
discourses and practices but also by standard critical approaches
to higher education. Each chapter takes a different approach to the
articulation of a 'post-critical' view of the university, and
focuses on a specific dimension, including lectures, academic
freedom, and the student experience. The 'post-critical' attitude
offers an affirmative approach to the constitutive educational
practices of the university. It is 'post-' because it is a movement
in thought that comes after the critical, which, in its modern and
postmodern forms is considered, in Latour's terms, to have 'run out
of steam'. It is an attempt to articulate new conceptual and
methodological tools that help us grasp our current conditions. It
is not anti-critique; but rather than seeking to debunk current
practices, this affirmative approach offers perspectives that shed
new light on what we do as educators, on the essence of our
educational practices, and on their immanent value. The focus on
the educational, then, applies not only to practices that happen to
take place in the educational space of the university, but also to
those practices whose value we can understand in educational terms.
This edited volume brings together experts from across the field of
education to explore how traditional pedagogic and didactic forms
and processes are changing, or even disappearing, as a result of
new technologies being used for education and learning. Considering
the use, opportunites and limitations of technologies including
interactive whiteboards, tablets, smart phones, search engines and
social media platforms, chapters draw on primary and secondary
research to illustrate the wide-reaching and often salient changes
which new digital technologies are introducing into educational
environments and learning practices around the world. Neither
claiming that traditional forms of learning must be replaced, nor
calling for a restoration of the school, Education in the Age of
the Screen offers a nuanced exploration of the implications of
digitization for education. Taking a broad view on education as a
social and cultural phenomenon, the volume focuses on three major
dimensions: the wider conditions against the background of which we
educate and are educated today, detailed examples of aesthetic
practices and educational initiatives in the current media culture,
and concrete answers to the challenges that come our way. A
comprehensive and timely consideration of the state of education in
the digital age, this will be of interest to researchers, academics
and post-graduate students in the fields of education and pedagogy,
media and cultural studies, as well as teacher educators and
trainee teachers.
This book opens an original and timely perspective on why it is we
teach and want to pass on our world to the new generation. Teaching
is presented in this book as a way of being, rather than as a
matter of expertise, which is driven by love for a subject matter.
With the help of philosophical thinkers such as Arendt, Badiou and
Agamben, the authors articulate a fully positive account of
education that goes beyond the critical approach, which has become
prevailing in much contemporary educational theory, and which
testifies to a hate of the world and to a confusion of what
politics and education are about. Therefore, the authors develop
the idea of a thing-centred pedagogy, as opposed to both
teacher-centred and student-centred approaches. The authors
furthermore illustrate their purely educational account of teaching
by looking at the writing and the television performance of Leonard
Bernstein who embodies what teaching out of love and care for a
subject is all about. This book is of interest to all those
concerned with fundamental and philosophical questions about
education and to those interested in (music) education.
This book opens an original and timely perspective on why it is we
teach and want to pass on our world to the new generation. Teaching
is presented in this book as a way of being, rather than as a
matter of expertise, which is driven by love for a subject matter.
With the help of philosophical thinkers such as Arendt, Badiou and
Agamben, the authors articulate a fully positive account of
education that goes beyond the critical approach, which has become
prevailing in much contemporary educational theory, and which
testifies to a hate of the world and to a confusion of what
politics and education are about. Therefore, the authors develop
the idea of a thing-centred pedagogy, as opposed to both
teacher-centred and student-centred approaches. The authors
furthermore illustrate their purely educational account of teaching
by looking at the writing and the television performance of Leonard
Bernstein who embodies what teaching out of love and care for a
subject is all about. This book is of interest to all those
concerned with fundamental and philosophical questions about
education and to those interested in (music) education.
The university is an institution that goes back to the Middle
Ages. As universitas magistrorum et scholarium, the university was
a community of scholars and students gathered around books and
preoccupied with study and the search for truth. What is the role
of the university today? The meanings of teaching, study, and
research have changed. Screens are replacing books, online learning
environments are replacing lecture halls, and students are becoming
learners.
In the context of a growing emphasis on innovation and
development, competition among institutions, and the privatization
of knowledge, the role of communities of scholars and students is
changing. Some argue that the university is entering a new phase;
others claim that we face the end of the university. Curating the
European University features projects involving new ways of
publishing, alternative organizations of departments, proposals for
open access and open source, and university architecture and
accessibility; it offers a unique contribution to the public debate
on the role of the university.
|
You may like...
Oop Sirkel
De Waal Venter
Paperback
R10
R8
Discovery Miles 80
The Idle Man
Richard Henry Dana
Paperback
R489
Discovery Miles 4 890
|