Holistic pedagogy: the self and quality willed learning
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cham ; Heidelberg ; New York ; Dordrecht ; London
Springer
[2015]
|
| Schriftenreihe: | Critical studies of education
volume 1 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | xv, 226 Seiten |
| ISBN: | 9783319149431 |
Internformat
MARC
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Datensatz im Suchindex
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|---|---|
| adam_text | Contents
Part I Quality Willed Learning
1 Getting It.......................................................... 3
Evaluating Teachers and Quality Learning............................ 6
References......................................................... 18
2 Another Major Problem.............................................. 19
Theories Are Not Physical.......................................... 20
Aspects of Science................................................. 22
References......................................................... 25
3 The Process of Coming to Know...................................... 27
What Is Evident About Evidence?.................................... 27
References......................................................... 38
4 Structuring Learning............................................... 39
Ordering........................................................... 39
The Study of Genes and Learning.................................... 43
School Malpractice................................................. 45
References......................................................... 50
5 Quality Learning and Productive Perplexity......................... 51
Between Specialization and Generalization.......................... 51
Noticing Problems.................................................. 52
Gene Study and Schooling........................................... 54
Resiliency....................................................... 56
The Power of Self-Determined Neuroplasticity....................... 60
References......................................................... 61
6 Throwing Tea in Schooling’s Harbor................................. 63
The Content of Processing and the Processing of Content............ 63
Ten Open-Minded Statements......................................... 64
xi
xii Contents
Preposterous Thoughts on Schools Today.............................. 71
References.......................................................... 80
7 Instructions for Instructing........................................ 81
A Kind of Schooling: A Kind School.................................. 81
Alexander Inglis as a Continual Problem............................. 82
Reference........................................................... 84
8 Quality Teaching and Uncommon Ways.................................. 85
Measuring the Process of Measuring.................................. 86
Quality Teaching and Effective Teaching............................. 87
Quality Learning and Abstractions................................... 92
Reference........................................................... 94
9 “It” Is Difficult to Say............................................ 95
Words and Quality Learning......................................... 102
Explaining Quality Learning........................................ 104
The Teacher—Not the Subject........................................ 106
Quality, Willed Learning and Present Experience.................... 107
Reference.......................................................... Ill
Part II Challenges to Quality Willed Learning
10 Introduction to Part II............................................ 115
References......................................................... 119
11 The Path Towards Democracy: Holistic Education
and Critical Pedagogy.............................................. 121
References......................................................... 127
12 Ricci as a Schooling Victim........................................ 129
My High School Teachers............................................ 131
How Important Is Schooling......................................... 134
References......................................................... 137
13 Students as Victims................................................ 139
What Makes for a Successful School?................................ 139
The Fraser Institute............................................... 139
EQAO............................................................... 141
Ministry of Education.............................................. 143
Boards............................................................. 145
EQAO and School Closures........................................... 146
Criticisms of Testing.............................................. 147
References......................................................... 150
Contents
xiii
14 Teacher Candidates as Victim and Rewarding the Obedient:
What Is Really Being Taught at the Faculties of Education?
An Experiential Account.......................................... 153
The Medium Is the Message........................................ 156
References....................................................... 158
15 Professors as Victim: The Poor Review Process.................... 159
Suggested Solutions.............................................. 164
References....................................................... 164
16 We Are All Victims: The Marking Game............................. 167
The Marking Game................................................. 167
Reference........................................................ 173
Part III Quality Willed Learning in Practice
17 Quality Willed Learning and the Nation State..................... 177
Regulation and Academic Achievement.............................. 178
Regulation and Democracy......................................... 180
How Do People Feel About Regulation?............................. 182
Findings......................................................... 183
Recommendations.................................................. 188
References....................................................... 191
18 Quality Willed Learning and Leadership........................... 193
References....................................................... 197
19 Quality Willed Learning and Teachers, Parents,
and Learners..................................................... 199
References....................................................... 215
20 Conclusion and Freeing the Victims............................... 217
Unschooling...................................................... 218
Alternative Schools.............................................. 223
References....................................................... 226
Critical Studies of Education 1
Carlo Ricci • Conrad P. Pritscher
Holistic Pedagogy
The Self and Quality Willed Learning
This book illuminates what must always be at the heart of powerful schooling and
authentic learning. Its focus is on free learning, with an emphasis on early East Asian
thought as a vehicle through which learning may emerge. The volume describes learn-
ing as helping the learner become more conscious, more aware. As such the authors
explain how quality learning encompasses all learning that is chosen by the learner. It
is non-judgmental and their idea is t;nat if learning is done by choice then direct harm
will be mitigated because quality, willed learning is not just about the individual, but
includes others — it is community focused as well as self-determined. In the first part
of the volume the authors look specifically at how quality willed learning can inform
the state and how it can protect the rights of children. The second part looks at what
quality willed learning can mean to leaders. In the last part the authors look at what it
can mean for teachers and finally what it can mean for the learners themselves.
|
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| spelling | Ricci, Carlo Verfasser aut Holistic pedagogy the self and quality willed learning Carlo Ricci, Conrad P. Pritscher Cham ; Heidelberg ; New York ; Dordrecht ; London Springer [2015] xv, 226 Seiten txt rdacontent n rdamedia nc rdacarrier Critical studies of education volume 1 Ganzheitspädagogik (DE-588)4155943-5 gnd rswk-swf Ganzheitspädagogik (DE-588)4155943-5 s b DE-604 Pritscher, Conrad P. Verfasser (DE-588)1048293858 aut Erscheint auch als Online-Ausgabe 978-3-319-14944-8 Critical studies of education volume 1 (DE-604)BV043360807 1 Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=028973583&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=028973583&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Ricci, Carlo Pritscher, Conrad P. Holistic pedagogy the self and quality willed learning Critical studies of education Ganzheitspädagogik (DE-588)4155943-5 gnd |
| subject_GND | (DE-588)4155943-5 |
| title | Holistic pedagogy the self and quality willed learning |
| title_auth | Holistic pedagogy the self and quality willed learning |
| title_exact_search | Holistic pedagogy the self and quality willed learning |
| title_full | Holistic pedagogy the self and quality willed learning Carlo Ricci, Conrad P. Pritscher |
| title_fullStr | Holistic pedagogy the self and quality willed learning Carlo Ricci, Conrad P. Pritscher |
| title_full_unstemmed | Holistic pedagogy the self and quality willed learning Carlo Ricci, Conrad P. Pritscher |
| title_short | Holistic pedagogy |
| title_sort | holistic pedagogy the self and quality willed learning |
| title_sub | the self and quality willed learning |
| topic | Ganzheitspädagogik (DE-588)4155943-5 gnd |
| topic_facet | Ganzheitspädagogik |
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