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This text is a call to action. The title Escape from Teaching may
sound a bit like an imperative. However, much of the recent
findings from educational and brain research, especially regarding
the potential benefits of informal and self-structured learning,
are never realized in educational practice. It is time to ask: What
did we really learn from all those years that we spent in
instructional and often insulting contexts? What have we got to
show from our formal education and what can we become as a result
of this experience? What do we forget in such contexts and did it
deprive us of our self-confidence and self-structuring skills? What
consequences are associated with seeking and testing can equip us
with permanent skills and abilities? How could educational
institutions change to become places for successful self-directed
skills development? And, how can we, as individuals and as a
society, develop the potential that rests within us all?
How to Lead without Domineering: 29 Smart Leadership Rules is a
kind of tool book which contains almost 30 suggestions for
self-reflection of leaders in any kind of leading situation - on
the job, in a honorary post, or in any other context. Leaders reach
their own limits and the limits of others, but how can they
overcome these limits? What is characteristic for a good leader and
how is it possible to achieve one's objectives in cooperation with
others? Clever and wise leaders support contexts, form
relationships, and promote spirit by consolidating the momentum or
dynamic of groups, teams, and organizations. Clever leaders rarely
use commands or lay down the law, even though instruments of power
and their handling are not unknown to them. Clever leadership
implies taking risks, as leaders who adopt the principles of this
book give up one-dimensional arguing and if-then-logic statements.
Professor Dr. Rolf Arnold presents different tools for clever and
effective leadership, and he shows how the typical challenges for a
leader in the nowadays world can be met. His book is based on
recent scientific findings in the field of leadership research and
on almost thirty years of practical experience as a leader,
supervisor, and coach within different fields and organizations
worldwide.
This is a book about personal mastery for school leaders and their
students. It references an ongoing concern about reflection in
learning, education, and human development. Innumerable ideas and
concepts about this have been advanced in the past; most claim more
than they can deliver. The notes and reflections on personal
mastery presented here are not intended to be yet another version
of such traditional treatments. Rather, this book looks at personal
mastery from a new perspective and considers it as the result of
self-empowered education and practice.
This is a book about personal mastery for school leaders and their
students. It references an ongoing concern about reflection in
learning, education, and human development. Innumerable ideas and
concepts about this have been advanced in the past; most claim more
than they can deliver. The notes and reflections on personal
mastery presented here are not intended to be yet another version
of such traditional treatments. Rather, this book looks at personal
mastery from a new perspective and considers it as the result of
self-empowered education and practice.
If we could look into the hearts and minds of our children, we
would often realize how little contact there is when we are
teaching them. Teaching without a relationship is like swimming
without water! This means you cannot raise a child if there is no
real relationship. Of course, it is all about the kind of
relationship which you as the adult establish towards the children.
This is not a partnership and our children are not our friends -
they are something else and more: They need our adult voice, but
also affection and guidance - in a positive, i.e.,
horizon-broadening, security-giving, and also a boundary-marking
way. This book is about the concept of inclusive parenting and
teaching. The 29 Rules for Smart Parenting are intended to help the
reader to become more effective as parents and teachers.
If we could look into the hearts and minds of our children, we
would often realize how little contact there is when we are
teaching them. Teaching without a relationship is like swimming
without water! This means you cannot raise a child if there is no
real relationship. Of course, it is all about the kind of
relationship which you as the adult establish towards the children.
This is not a partnership and our children are not our friends -
they are something else and more: They need our adult voice, but
also affection and guidance - in a positive, i.e.,
horizon-broadening, security-giving, and also a boundary-marking
way. This book is about the concept of inclusive parenting and
teaching. The 29 Rules for Smart Parenting are intended to help the
reader to become more effective as parents and teachers.
"Teaching" and "learning" are two interrelated terms used to
express our thinking about a major aspect of human development.
However, didactics developed into an art, the "art" of teaching,
while the processes of learning were neglected and not researched.
Nowadays, many people perceive "learning" as an undesirable
activity. The experience of learning is thought of as something
expected of them from the outside and it is often remembered as
stressful, a pressure to perform, a fear of failure, and
alienation. But there are also some enriching experiences such as
the joy of discovery, to ultimately achieve after many attempts
something that you could not do previously, or to see a situation
in a new light. How to Teach Without Instructing relinks teaching
and learning. It examines the teaching practices in institutions of
learning and formulates "rules" that assist teachers in their
efforts to focus their teaching on the learner. The rules are based
on situations that are routinely encountered in the teaching
environment.
"Teaching" and "learning" are two interrelated terms used to
express our thinking about a major aspect of human development.
However, didactics developed into an art, the "art" of teaching,
while the processes of learning were neglected and not researched.
Nowadays, many people perceive "learning" as an undesirable
activity. The experience of learning is thought of as something
expected of them from the outside and it is often remembered as
stressful, a pressure to perform, a fear of failure, and
alienation. But there are also some enriching experiences such as
the joy of discovery, to ultimately achieve after many attempts
something that you could not do previously, or to see a situation
in a new light. How to Teach Without Instructing relinks teaching
and learning. It examines the teaching practices in institutions of
learning and formulates "rules" that assist teachers in their
efforts to focus their teaching on the learner. The rules are based
on situations that are routinely encountered in the teaching
environment.
How to Lead without Domineering: 29 Smart Leadership Rules is a
tool book that contains valuable suggestions for self-reflection by
leaders in a variety of roles - on the job, in a honorary post, or
in any other context. Leaders reach their own limits and the limits
of others, but how can they overcome these limits? What is
characteristic for a good leader and how is it possible to achieve
one's objectives in cooperation with others? Wise leaders support
contexts, form relationships, and promote spirit by consolidating
the momentum or the dynamic of groups, teams, and organizations.
These leaders rarely use commands or lay down the law. Clever
leadership implies taking risks, as leaders who adopt the
principles of this book give up one-dimensional arguing and
if-then-logic statements. Dr. Arnold presents different tools for
clever and effective leadership and shows how typical challenges
for today's leader can be met. His book is based on recent
scientific findings in the field of leadership research and on
almost thirty years of practical experience as a leader,
supervisor, and coach within different fields and organizations
worldwide.
The debate over the facts is in full swing. Many people do not
merely invent facts, but also feel the need to spread them. The
lies and fake news that serve the cause of populism is rightly
appalling. Deliberate disinformation has become a means of
controlling politics and public opinion. The purpose of this book
is to oppose this up-and-coming phenomenon of "weak thought." It is
a passionate plea for a new Age of Enlightenment. Scientists tend
to be much more skeptical about "truths". In the process of
formulating evidenced-based reasoning, undisputed facts are not
deliberately hidden, but put forwards for open debate. The free
expression of opinion, a free press, and the freedom of research
and teaching guarantee the discussion and debate needed to argue
the factual evidence in a democracy. The effectiveness of education
is an important issue to consider. Learning has always been a way
to deal with uncertainty. An important aspect of education in our
modern world is about preparing learners to deal with change. It is
a kind of preparation for the insecurity of not knowing what is
coming and an openness that threatens to withdraw the proven and
the validated.
The debate over the facts is in full swing. Many people do not
merely invent facts, but also feel the need to spread them. The
lies and fake news that serve the cause of populism is rightly
appalling. Deliberate disinformation has become a means of
controlling politics and public opinion. The purpose of this book
is to oppose this up-and-coming phenomenon of "weak thought." It is
a passionate plea for a new Age of Enlightenment. Scientists tend
to be much more skeptical about "truths". In the process of
formulating evidenced-based reasoning, undisputed facts are not
deliberately hidden, but put forwards for open debate. The free
expression of opinion, a free press, and the freedom of research
and teaching guarantee the discussion and debate needed to argue
the factual evidence in a democracy. The effectiveness of education
is an important issue to consider. Learning has always been a way
to deal with uncertainty. An important aspect of education in our
modern world is about preparing learners to deal with change. It is
a kind of preparation for the insecurity of not knowing what is
coming and an openness that threatens to withdraw the proven and
the validated.
Dieses Buch beschreibt mit dem Modus des Agil-Seins ("Being agile")
eine Form des geubten Umgangs mit sich selbst und anderen, der uns
dazu verhelfen kann, zu werden, wer wir eigentlich sind. Das
Konzept "Being agile" verhilft insbesondere Fuhrungskraften zu
einer Persoenlichkeitsentwicklung, die sie zu sich selbst kommen
lasst. Es zeigt auf, welche Konsequenzen sich aus der Analyse und
der nachhaltigen Transformation des eigenen Denkens, Fuhlens und
Handelns ergeben. Dabei (er)finden wir uns selbst und ermoeglichen
uns einen professionellen Umgang mit uns selbst und anderen. Dies
schafft auch die Voraussetzungen dafur, dass unser Gegenuber so in
Erscheinung treten kann, wie es gemeint ist oder sich selbst meint.
Lassen Sie sich ermutigen, sich von alten Mustern zu loesen und zu
wirksamen Formen der Kooperation und Kommunikation vorzustossen.
In diesem Buch erfahren Fuhrungskrafte und Berufscoaches, wie sie
betriebliche Lern-, Kooperations- und Fuhrungsstrukturen
transformieren und die Kompetenzentwicklung der Organisation vom
einzelnen Mitarbeiter aufwarts optimieren koennen. Im Fokus steht
das proaktive und eigenstandige Erkennen, Formen und Foerdern von
geistigen, sozialen und persoenlichen Potenzialen, die fur die
Entstehung eines kompetenten Unternehmens essentiell sind. Denn
lebenslanges Lernen ist das Motto unserer Zeit. Es gilt nicht nur
fur die einzelne Person, sondern auch fur Organisationen.
Unternehmen, die bestandig und erfolgreich bleiben moechten, mussen
sich zu lernenden Unternehmen entwickeln. Personalverantwortliche
koennen daher nicht langer nur punktuell Verantwortung fur
Weiterbildungsmassnahmen ubernehmen, sondern mussen standige
Bildungsbegleiter der Mitarbeiter und Planer von
Personalentwicklungsstrategien werden. Dieses Buch zeigt die
erforderlichen Massnahmen hierfur auf.
Es gehoert an den deutschen Hochschulen und in der interessierten
OEffentlichkeit mittlerweile zum guten Ton, sich grundlegend und
bisweilen auch vernichtend zum Bolognaprozess zu aussern. In dem in
Gang gesetzten Umbau des deutschen Hochschulsystems wird dabei die
eigentliche Ursache fur alle moeglichen Verfallsprozesse in den
deutschen Universitaten gesehen - eine vielfach eindimensionale
Ursachenzuschreibung. Rolf Arnold zeigt in seinem Buch, dass
'Bologna' die Hochschulen in Deutschland aufgeruttelt hat und dass
man tatsachlich erst jetzt beginnt, sich den uberlieferten
Fragwurdigkeiten des Hochschulsystems zuzuwenden.
Ein kluges und sehr persoenliches Buch uber verantwortliches
Fuhren. Mit konkreten Anregungen und nutzlichen Checklisten fur den
Fuhrungsalltag.Viele Fuhrungskrafte haben den Zugang zu ihren
Emotionen verloren und spuren nicht, was fur die Situation, die
Organisation und die Mitarbeiter das Notwendige und Erforderliche
ist. Um die eigene Kraft wieder zu wecken, bedarf es einer behutsam
angeleiteten Selbstreflexion. In einem fiktiven Briefwechsel
zwischen einer Fuhrungskraft und ihrem akademischen Coach
vermittelt dieses Buch grundlegende Erkenntnisse uber das Fuhren
mit Gefuhl und das Spirituelle der Fuhrung. Aus einer philosophisch
sowie fuhrungstheoretisch tief begrundeten Perspektive heraus
stellt der Autor konkrete Vorschlage, Vorgehensweisen und
Instrumente fur wirksames Fuhren vor. Es geht dabei sowohl um die
Entfaltung der Potenziale und Ressourcen der Mitarbeiter als auch
um die Entfaltung der eigenen Krafte.
Ineinem fiktiven Briefwechsel zwischen der Fuhrungskraft
Bernhard und ihrem akademischen Coach Karl vermittlet dieses Buch
grundlegende Erkenntnisse uber das Spirituelle der Fuhrung. Berhard
sucht nach den tieferen Spuren seines Leitungshandelns und fragt
nach einer sinnvollen, guten und wirksamen Praxis des Umgangs mit
sich selbst und anderen im Fuhrungsalltag. Karl antwortet aus einer
philosophisch sowie fuhrungstheoretisch tief begrundeten
Perspektive heraus, und es entspannt sich ein sehr personlicher,
aber auch grundsatzlicher Dialog uber das Spirituelle der Fuhrung.
Beide entwickeln dabei sehr konkrete Vorschlage, Vorgehensweisen
und Instrumente so wie in demBuch Fuhren mit Gefuhl (2. Auflage
Gabler 2011) desselben Autors."
Viele Fuhrungskrafte haben wenig Zugang zu ihren Emotionen. Sie
spuren nicht, was fur die Situation, die Organisation und die
Mitarbeiter das Notwendige und Erforderliche ist. Dieses Buch weist
den Weg zur emotionalen Kompetenz und Wirksamkeit von
Fuhrungskraften. Der Autor zeichnet den Aufbruch einer
Fuhrungskraft zu sich selbst detailliert in einem Briefwechsel
zwischen einem Coach und seinem Klienten nach. Er beschreibt die
Gefuhle, Fragen und Zweifel von Fuhrungskraften, wie er sie aus
zahlreichen eigenen Forschungs- und Beratungskontakten der letzten
Jahre sowie aus eigener Leitungsfunktion in unterschiedlichen
Organisationen kennt. Eine praxiserprobte Anleitung zu wirksamem
Fuhren mit Gefuhl. Nun in der 2., uberarbeiteten Auflage.
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