Details
Escape from Teaching
|
CHF 36.00 |
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| Verlag: | Rowman & Littlefield Publishers |
| Format: | EPUB |
| Veröffentl.: | 28.12.2018 |
| ISBN/EAN: | 9781475847314 |
| Sprache: | englisch |
| Anzahl Seiten: | 150 |
DRM-geschütztes eBook, Sie benötigen z.B. Adobe Digital Editions und eine Adobe ID zum Lesen.
Beschreibungen
<span>This text is a call to action. The title </span>
<span>Escape from Teaching</span>
<span> 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 </span>
<span>the potential</span>
<span> that rests within us all?</span>
<span>Escape from Teaching</span>
<span> 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 </span>
<span>the potential</span>
<span> that rests within us all?</span>
<p><span>The objective of this book is to set the stage for internal discussions at educational institutions and to identify the starting points for the urgently needed changes in our learning culture.</span></p>
<span>Introduction: The reason: the competence catastrophe</span>
<br>
<br>
<span>Chapter 1: The human species is capable of learning </span>
<br>
<br>
<span>Chapter 2: We can learn, but we cannot be taught</span>
<br>
<br>
<span>Chapter 3: Learning is not mediated, but appropriated </span>
<br>
<br>
<span>Chapter 4: We learn from others, but we think alone </span>
<br>
<br>
<span>Chapter 5: Learning is less preparation and more identity formation</span>
<br>
<br>
<span>Chapter 6: Education is about seeking, not finding</span>
<br>
<br>
<span>Chapter 7: Self-study skills are the key to change</span>
<br>
<br>
<span>Chapter 8: A new understanding of learning and how to promote it </span>
<br>
<br>
<span>Chapter 9: Self-learning requires appreciation, guidance, stimulating arrangements, and support</span>
<br>
<br>
<span>Chapter 10: Skills development requires a guide for educational institutions</span>
<br>
<br>
<span>Conclusion: The outlook: Journey to the age of self-structured learning </span>
<br>
<br>
<span>Bibliography</span>
<br>
<br>
<span>Author biography</span>
<br>
<br>
<span>Chapter 1: The human species is capable of learning </span>
<br>
<br>
<span>Chapter 2: We can learn, but we cannot be taught</span>
<br>
<br>
<span>Chapter 3: Learning is not mediated, but appropriated </span>
<br>
<br>
<span>Chapter 4: We learn from others, but we think alone </span>
<br>
<br>
<span>Chapter 5: Learning is less preparation and more identity formation</span>
<br>
<br>
<span>Chapter 6: Education is about seeking, not finding</span>
<br>
<br>
<span>Chapter 7: Self-study skills are the key to change</span>
<br>
<br>
<span>Chapter 8: A new understanding of learning and how to promote it </span>
<br>
<br>
<span>Chapter 9: Self-learning requires appreciation, guidance, stimulating arrangements, and support</span>
<br>
<br>
<span>Chapter 10: Skills development requires a guide for educational institutions</span>
<br>
<br>
<span>Conclusion: The outlook: Journey to the age of self-structured learning </span>
<br>
<br>
<span>Bibliography</span>
<br>
<br>
<span>Author biography</span>
<p><br><br></p>
<p><span>Rolf Arnold</span><span>, PhD, obtained his doctorate at the University of Heidelberg, Germany, in 1983 and his postdoctoral qualification at the Distance Univerity of Hagen, Germany, in 1987. Since 1990, he has been Professor of Pedagogy (Vocational and Adult Education) at Technische Universität Kaiserslautern, Germany. He is also Scientific Director of the Distance and Independent Studies Centre (DISC), Kaiserslautern, Germany, and speaker of the Virtual Campus Rhineland</span><span>‐</span><span>Palatinate (VCRP).</span></p>
<p><span>Rolf Arnold</span><span>, PhD, obtained his doctorate at the University of Heidelberg, Germany, in 1983 and his postdoctoral qualification at the Distance Univerity of Hagen, Germany, in 1987. Since 1990, he has been Professor of Pedagogy (Vocational and Adult Education) at Technische Universität Kaiserslautern, Germany. He is also Scientific Director of the Distance and Independent Studies Centre (DISC), Kaiserslautern, Germany, and speaker of the Virtual Campus Rhineland</span><span>‐</span><span>Palatinate (VCRP).</span></p>
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