Indirect pedagogy: some lessons in existential education
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam
SensePublishers
c2013
|
| Schriftenreihe: | Educational futures
v.58 |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Beschreibung: | The need for reconnecting with existentialism in education -- - Time for existential education -- - The pedagogic art of seduction -- - Educative deceit -- - Indirect teacher praise -- - Indirect teacher praise -- - Existential education and the question of 'God' Includes bibliographical references While existential issues perhaps concern people the most, today's education is not as preoccupied with such issues. Instead, education is becoming more uniform and streamlined; more and more one-sidedly directed towards what is useful. The purpose of this book is to focus on education's existential dimension. Such a focus requires at least three things. Firstly, we need to justify why it is necessary to reconnect with existentialism in education. Secondly, we need to undergo an examination of the quality of existential education, so that we can have a basis as to what kind of educational interests teachers should have. Thirdly, we need to gain knowledge about how teachers may teach in light of existential matters. However, to teach in light of existence is highly paradoxical in that existence cannot be forced on someone, but is rather a subjective matter. Teaching which is non-ironical or too direct can thus be very problematic concerning existential issues. The reason being that there is no objective truth in terms of existence. There is only a matter of subjective or existential truth, which is only true for the single individual. Therefore, the book suggests that the approach teachers' take must be discrete and indirect so as to create room for students to take responsibility for their subjective truth. Such an indirect pedagogy is not a programme, but rather a form of existential education. The overall aim of the book is, by way of introducing and developing the concept of indirect pedagogy, to extend and reinvent the language of teaching |
| Beschreibung: | 1 Online-Ressource (xii, 104 p.) |
| ISBN: | 9789462091948 9462091943 9789462091924 9789462091931 130620254X 9781306202541 9462091927 |
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| 500 | |a The need for reconnecting with existentialism in education -- - Time for existential education -- - The pedagogic art of seduction -- - Educative deceit -- - Indirect teacher praise -- - Indirect teacher praise -- - Existential education and the question of 'God' | ||
| 500 | |a Includes bibliographical references | ||
| 500 | |a While existential issues perhaps concern people the most, today's education is not as preoccupied with such issues. Instead, education is becoming more uniform and streamlined; more and more one-sidedly directed towards what is useful. The purpose of this book is to focus on education's existential dimension. Such a focus requires at least three things. Firstly, we need to justify why it is necessary to reconnect with existentialism in education. Secondly, we need to undergo an examination of the quality of existential education, so that we can have a basis as to what kind of educational interests teachers should have. Thirdly, we need to gain knowledge about how teachers may teach in light of existential matters. However, to teach in light of existence is highly paradoxical in that existence cannot be forced on someone, but is rather a subjective matter. Teaching which is non-ironical or too direct can thus be very problematic concerning existential issues. The reason being that there is no objective truth in terms of existence. There is only a matter of subjective or existential truth, which is only true for the single individual. Therefore, the book suggests that the approach teachers' take must be discrete and indirect so as to create room for students to take responsibility for their subjective truth. Such an indirect pedagogy is not a programme, but rather a form of existential education. The overall aim of the book is, by way of introducing and developing the concept of indirect pedagogy, to extend and reinvent the language of teaching | ||
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Datensatz im Suchindex
| _version_ | 1804174948567089152 |
|---|---|
| any_adam_object | |
| author | Saeverot, Herner |
| author_facet | Saeverot, Herner |
| author_role | aut |
| author_sort | Saeverot, Herner |
| author_variant | h s hs |
| building | Verbundindex |
| bvnumber | BV042735257 |
| collection | ZDB-4-EBA ZDB-4-NLEBK |
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| dewey-full | 370.71 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.71 |
| dewey-search | 370.71 |
| dewey-sort | 3370.71 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| spelling | Saeverot, Herner Verfasser aut Indirect pedagogy some lessons in existential education by Herner Saeverot Rotterdam SensePublishers c2013 1 Online-Ressource (xii, 104 p.) txt rdacontent c rdamedia cr rdacarrier Educational futures v.58 The need for reconnecting with existentialism in education -- - Time for existential education -- - The pedagogic art of seduction -- - Educative deceit -- - Indirect teacher praise -- - Indirect teacher praise -- - Existential education and the question of 'God' Includes bibliographical references While existential issues perhaps concern people the most, today's education is not as preoccupied with such issues. Instead, education is becoming more uniform and streamlined; more and more one-sidedly directed towards what is useful. The purpose of this book is to focus on education's existential dimension. Such a focus requires at least three things. Firstly, we need to justify why it is necessary to reconnect with existentialism in education. Secondly, we need to undergo an examination of the quality of existential education, so that we can have a basis as to what kind of educational interests teachers should have. Thirdly, we need to gain knowledge about how teachers may teach in light of existential matters. However, to teach in light of existence is highly paradoxical in that existence cannot be forced on someone, but is rather a subjective matter. Teaching which is non-ironical or too direct can thus be very problematic concerning existential issues. The reason being that there is no objective truth in terms of existence. There is only a matter of subjective or existential truth, which is only true for the single individual. Therefore, the book suggests that the approach teachers' take must be discrete and indirect so as to create room for students to take responsibility for their subjective truth. Such an indirect pedagogy is not a programme, but rather a form of existential education. The overall aim of the book is, by way of introducing and developing the concept of indirect pedagogy, to extend and reinvent the language of teaching EDUCATION / Essays bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Reference bisacsh Education / Philosophy fast Teaching / Philosophy fast Droit eclas Sciences sociales eclas Sciences humaines eclas Erziehung Philosophie Teaching Philosophy Education Philosophy Erziehungsphilosophie (DE-588)4070955-3 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Unterricht (DE-588)4062005-0 s Erziehungsphilosophie (DE-588)4070955-3 s 1\p DE-604 http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=639510 Aggregator Volltext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Saeverot, Herner Indirect pedagogy some lessons in existential education EDUCATION / Essays bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Reference bisacsh Education / Philosophy fast Teaching / Philosophy fast Droit eclas Sciences sociales eclas Sciences humaines eclas Erziehung Philosophie Teaching Philosophy Education Philosophy Erziehungsphilosophie (DE-588)4070955-3 gnd Unterricht (DE-588)4062005-0 gnd |
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| title | Indirect pedagogy some lessons in existential education |
| title_auth | Indirect pedagogy some lessons in existential education |
| title_exact_search | Indirect pedagogy some lessons in existential education |
| title_full | Indirect pedagogy some lessons in existential education by Herner Saeverot |
| title_fullStr | Indirect pedagogy some lessons in existential education by Herner Saeverot |
| title_full_unstemmed | Indirect pedagogy some lessons in existential education by Herner Saeverot |
| title_short | Indirect pedagogy |
| title_sort | indirect pedagogy some lessons in existential education |
| title_sub | some lessons in existential education |
| topic | EDUCATION / Essays bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Reference bisacsh Education / Philosophy fast Teaching / Philosophy fast Droit eclas Sciences sociales eclas Sciences humaines eclas Erziehung Philosophie Teaching Philosophy Education Philosophy Erziehungsphilosophie (DE-588)4070955-3 gnd Unterricht (DE-588)4062005-0 gnd |
| topic_facet | EDUCATION / Essays EDUCATION / Organizations & Institutions EDUCATION / Reference Education / Philosophy Teaching / Philosophy Droit Sciences sociales Sciences humaines Erziehung Philosophie Teaching Philosophy Education Philosophy Erziehungsphilosophie Unterricht |
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