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This book reflects recent scholarly and theoretical developments in
media studies, or Medienwissenschaft. It focuses on linkages
between North America and German-speaking Europe, and brings
together and contextualizes contributions from a range of leading
scholars. In addition to introducing English-language readers to
some of the most prominent contemporary German media theorists and
philosophers, including Claus Pias, Sybille Kramer and Rainer
Leschke, the book shows how foundational North American
contributions are themselves inspired and informed by continental
sources. This book takes Harold Innis or Marshall McLuhan (and
other members of the "Toronto School") as central points of
reference, and traces prospective and retrospective lines of
influence in a cultural geography that is increasingly global in
its scope. In so doing, the book also represents a new episode in
the international reception and reinterpretation of the work of
Innis and McLuhan, the two founders of the theory and study of
media.
This volume examines Otto Friedrich Bollnow's philosophical
approach to education, which brought Heidegger's existentialism
together with other theories of what it is to be "human." This
introduction to Bollnow's work begins with a summary of the
theoretical influences that Bollnow synthesized, and goes on to
outline his highly original account of experiential "educational
reality"--namely, as a reality alternately "harmonious" or
"broken," but fundamentally "guided." This book will be of value to
scholars and students of education and philosophy, especially those
interested in bringing larger existential questions into connection
with everyday educational engagement.
Tact and the Pedagogical Relation focuses on two topics of
increasing interest both in teacher education and research. It
shows how questions of sensitive and attuned action as well as
educatorsâ relations with children and the young are
specialâuniquely different from other relations and attunements.
This collection introduces readers to both classical and
contemporary texts, offering many of these in translation for the
first time. These illuminate the struggles and rewards of teaching,
showing teaching to be an art, simultaneously a personal and
professional calling.
"One must assume we are all familiar with what is commonly called
'education.'" This is how Schleiermacher begins his famous 1826
lecture on the Art of Education. But in proceeding further-and
unlike Rousseau or Locke before him-Schleiermacher carefully avoids
assuming that education is primarily about a return to nature or
about "soundness" of mind and body. Education is instead an ethical
and political undertaking and a pragmatic art whose ultimate object
and morality has differed greatly over time. It is exercised as a
form of practical influence of the older generation on the younger:
"A significant part of the activity of the older generation extends
toward the younger," Schleiermacher reasons, and it "is more
complete and perfect the more it is governed by an idea of what
should happen-the more it has an exemplar to guide its action-the
more it is an art." This book offers these and other insights on
education-long canonical in Central and Northern Europe-for the
first time to an English audience. It also provides five chapters
by scholars in education and its history that discuss various
aspects of Schleiermacher's lecture.
"One must assume we are all familiar with what is commonly called
'education.'" This is how Schleiermacher begins his famous 1826
lecture on the Art of Education. But in proceeding further-and
unlike Rousseau or Locke before him-Schleiermacher carefully avoids
assuming that education is primarily about a return to nature or
about "soundness" of mind and body. Education is instead an ethical
and political undertaking and a pragmatic art whose ultimate object
and morality has differed greatly over time. It is exercised as a
form of practical influence of the older generation on the younger:
"A significant part of the activity of the older generation extends
toward the younger," Schleiermacher reasons, and it "is more
complete and perfect the more it is governed by an idea of what
should happen-the more it has an exemplar to guide its action-the
more it is an art." This book offers these and other insights on
education-long canonical in Central and Northern Europe-for the
first time to an English audience. It also provides five chapters
by scholars in education and its history that discuss various
aspects of Schleiermacher's lecture.
Tact and the Pedagogical Relation focuses on two topics of
increasing interest both in teacher education and research. It
shows how questions of sensitive and attuned action as well as
educators' relations with children and the young are
special-uniquely different from other relations and attunements.
This collection introduces readers to both classical and
contemporary texts, offering many of these in translation for the
first time. These illuminate the struggles and rewards of teaching,
showing teaching to be an art, simultaneously a personal and
professional calling.
In the rapidly-changing world of the Internet and the Web, theory
and research struggle to keep up with technological, social, and
economic developments. In education in particular, a proliferation
of novel practices, applications, and forms -- from bulletin boards
to Webcasts, from online educational games to open educational
resources -- have come to be addressed under the rubric of
Ģe-learning. In response to these phenomena, Re-thinking E-Learning
Research introduces a number of research frameworks and
methodologies relevant to e-learning. The book outlines methods for
the analysis of content, narrative, genre, discourse,
hermeneutic-phenomenological investigation, and critical and
historical inquiry. It provides examples of pairings of method and
subject matter that include narrative research into the adaptation
of blogs in a classroom setting; the discursive-psychological
analysis of student conversations with artificially intelligent
agents; a genre analysis of an online discussion; and a
phenomeno-logical study of online mathematics puzzles. Introducing
practical applications and spanning a wide range of the
possibilities for e-learning, this book will be useful for
students, teachers, and researchers in e-learning.
Klaus Mollenhauer's Forgotten Connections: On Culture and
Upbringing is internationally regarded as one of the most important
German contributions to educational and curriculum theory in the
20th century. Appearing here in English for the first time, the
book draws on Mollenhauer's concern for social justice and his
profound awareness of the pedagogical tension between the
inheritance of the past and the promise of the future. The book
focuses on the idea of Bildung, in which philosophy and education
come together to see upbringing and maturation as being much more
about holistic experience than skill development. This translation
includes a detailed introduction from Norm Friesen, the book's
translator and editor. This introduction contextualizes the
original publication and discusses its application to education
today. Although Mollenhauer's work focused on content and culture,
particularly from a German perspective, this book draws on
philosophy and sociology to offer internationally relevant
responses to the challenge of communicating cultural values and
understandings to new generations. Forgotten Connections will be of
value to students, researchers and practitioners working in the
fields of education and culture, curriculum studies, and in
educational and social foundations.
Klaus Mollenhauer's Forgotten Connections: On Culture and
Upbringing is internationally regarded as one of the most important
German contributions to educational and curriculum theory in the
20th century. Appearing here in English for the first time, the
book draws on Mollenhauer's concern for social justice and his
profound awareness of the pedagogical tension between the
inheritance of the past and the promise of the future. The book
focuses on the idea of Bildung, in which philosophy and education
come together to see upbringing and maturation as being much more
about holistic experience than skill development. This translation
includes a detailed introduction from Norm Friesen, the book's
translator and editor. This introduction contextualizes the
original publication and discusses its application to education
today. Although Mollenhauer's work focused on content and culture,
particularly from a German perspective, this book draws on
philosophy and sociology to offer internationally relevant
responses to the challenge of communicating cultural values and
understandings to new generations. Forgotten Connections will be of
value to students, researchers and practitioners working in the
fields of education and culture, curriculum studies, and in
educational and social foundations.
This book examines how common e-learning technologies open up
compelling, if limited, experiential spaces for users, similar to
the imaginary worlds opened up by works of fiction. However, these
experiential worlds are markedly different from the "real" world of
physical objects and embodied relations. This book shows these
differences to be of central importance for teaching and learning.
In the rapidly-changing world of the Internet and the Web, theory
and research struggle to keep up with technological, social, and
economic developments. In education in particular, a proliferation
of novel practices, applications, and forms -- from bulletin boards
to Webcasts, from online educational games to open educational
resources -- have come to be addressed under the rubric of
Ģe-learning. In response to these phenomena, Re-thinking E-Learning
Research introduces a number of research frameworks and
methodologies relevant to e-learning. The book outlines methods for
the analysis of content, narrative, genre, discourse,
hermeneutic-phenomenological investigation, and critical and
historical inquiry. It provides examples of pairings of method and
subject matter that include narrative research into the adaptation
of blogs in a classroom setting; the discursive-psychological
analysis of student conversations with artificially intelligent
agents; a genre analysis of an online discussion; and a
phenomeno-logical study of online mathematics puzzles. Introducing
practical applications and spanning a wide range of the
possibilities for e-learning, this book will be useful for
students, teachers, and researchers in e-learning.
This book examines how common e-learning technologies open up
compelling, if limited, experiential spaces for users, similar to
the imaginary worlds opened up by works of fiction. However, these
experiential worlds are markedly different from the "real" world of
physical objects and embodied relations. This book shows these
differences to be of central importance for teaching and learning.
This book reflects recent scholarly and theoretical developments in
media studies, or Medienwissenschaft. It focuses on linkages
between North America and German-speaking Europe, and brings
together and contextualizes contributions from a range of leading
scholars. In addition to introducing English-language readers to
some of the most prominent contemporary German media theorists and
philosophers, including Claus Pias, Sybille Kramer and Rainer
Leschke, the book shows how foundational North American
contributions are themselves inspired and informed by continental
sources. This book takes Harold Innis or Marshall McLuhan (and
other members of the "Toronto School") as central points of
reference, and traces prospective and retrospective lines of
influence in a cultural geography that is increasingly global in
its scope. In so doing, the book also represents a new episode in
the international reception and reinterpretation of the work of
Innis and McLuhan, the two founders of the theory and study of
media.
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