Schools in transition :: linking past, present, and future in educational practice /
School is one of the most focal institutions in modern society. It is largely through the institutionalized forms of education that modern society attempts to secure and maintain its social and economic well-being and its valuable cultural life forms. In addition to this, school is the essential ins...
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| Format: | Elektronisch E-Book |
| Sprache: | English |
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Rotterdam, The Netherlands :
Sense Publishers,
[2017]
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| Online-Zugang: | Volltext |
| Zusammenfassung: | School is one of the most focal institutions in modern society. It is largely through the institutionalized forms of education that modern society attempts to secure and maintain its social and economic well-being and its valuable cultural life forms. In addition to this, school is the essential institution through which the future of a society is defined. Thus, at least when understood traditionally as a pedagogical institution, the school stands at the center of historically and socially constructed cultural life forms and at the brink of an unknown future: the determination of that future characterizes the pedagogical task of the school. It naturally ensues then, that modern discourses of the school have always been intertwined with the critical question of how past, present and future can be linked in educational practices so that schools can foster (in ever better ways) the well-being of individuals, societies and humanity. The chapters in this volume, despite the variety of viewpoints, share this critical view. The purpose of the volume is not to offer definite answers; rather it is to stress that to understand the role and functions of school in contemporary society and to orientate its transition, a well-founded critical evaluation of prevailing pedagogical practices and policy trends is required. This evaluation is vital for the future of school and society. |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9463008276 9789463008273 |
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| 245 | 0 | 0 | |a Schools in transition : |b linking past, present, and future in educational practice / |c edited by Pauli Siljander, Kimmo Kontio and Eetu Pikkarainen. |
| 264 | 1 | |a Rotterdam, The Netherlands : |b Sense Publishers, |c [2017] | |
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| 520 | |a School is one of the most focal institutions in modern society. It is largely through the institutionalized forms of education that modern society attempts to secure and maintain its social and economic well-being and its valuable cultural life forms. In addition to this, school is the essential institution through which the future of a society is defined. Thus, at least when understood traditionally as a pedagogical institution, the school stands at the center of historically and socially constructed cultural life forms and at the brink of an unknown future: the determination of that future characterizes the pedagogical task of the school. It naturally ensues then, that modern discourses of the school have always been intertwined with the critical question of how past, present and future can be linked in educational practices so that schools can foster (in ever better ways) the well-being of individuals, societies and humanity. The chapters in this volume, despite the variety of viewpoints, share this critical view. The purpose of the volume is not to offer definite answers; rather it is to stress that to understand the role and functions of school in contemporary society and to orientate its transition, a well-founded critical evaluation of prevailing pedagogical practices and policy trends is required. This evaluation is vital for the future of school and society. | ||
| 505 | 0 | |a TABLE OF CONTENTS; PREFACE; 1. A MODERN IDEA OF THE SCHOOL; WHAT IS SCHOOL -- A SHORT HISTORICAL INTRODUCTION; OVERVIEW OF THE CONTENT OF THE BOOK; Functions of the School: Theoretical Issues; School, Learning and Teaching; School, Economics and Labor Markets; School and School Reform -- National Perspectives; School, Utopias and Future; REFERENCES; SECTION I: FUNCTIONS OF THE SCHOOL: Theoretical Issues; 2. A PHILOSOPHICAL SCHOOL FOR OUR TIME: Thinking with Plato after Dewey; WHY PLATO IS A CONTEMPORARY WHO SPEAKS TO THE MEANING OF SCHOOL; THE SCHOOL AS A PLACE OF AND FOR THOUGHT. | |
| 505 | 8 | |a AN EDUCATION IN THE EMBODIED ARTSCONCLUSION: SOCRATES GOES TO SCHOOL; REFERENCES; 3. AXEL HONNETH ON ROLE, FORM AND RESULTS OF PUBLIC EDUCATION REVISITED; INTRODUCTION; THE ROLE OF PUBLIC EDUCATION; THE FORM OF PUBLIC EDUCATION; THE RESULTS OF PUBLIC EDUCATION; CONCLUDING REMARKS; REFERENCES; 4. WHAT ARE UNIVERSITIES FOR?: From the Community of the Selves to the Transformative Potential of Higher Education; SEARCHING FOR THE IDEA(L); THE RISE OF THE UNIVERSITY, HUMBOLDT AND THE IDEAL OF UNIVERSITY AS BILDUNG; IS SEEKING THE IDEALS OF BILDUNG AND UNIVERSITY NOTHING BUT 'SPIRITUAL MISSION'? | |
| 505 | 8 | |a PROBLEMS AND CHALLENGES FOR UNIVERSITY IN THE LATE-MODERN PLURALITY, AND COMING BACK TO THE COMMUNITY OF THE SELVESREFERENCES; SECTION II: SCHOOL, LEARNING AND TEACHING; 5. SCHOOLS AND THE NEW LANGUAGE OF LEARNING: A Critical Perspective; INTRODUCTION; THE NEW THEORIES OF LEARNING AND THEIR IMPACT AND APPLICATIONS ON EDUCATION; THE PROCESS OF EDUCATION AND THE NEW LANGUAGE OF LEARNING; EDUCATIONAL INSTITUTIONS AND THE NEW LANGUAGE OF LEARNING; DISCUSSION; REFERENCES; 6. THE PARADOX OF BEING A TEACHER: Institutionalized Relevance and Organized Mistrust. | |
| 505 | 8 | |a THE IMPORTANCE OF TEACHERS AND THEIR DISTURBING FALLACIESPESTALOZZI AND SKINNER: THE URGENT SOCIAL NEED FOR EDUCATIONAL EFFECTS; GOD'S DEPUTIES, SUBSTITUTES, AND IMITATORS: MOTHERS, PSYCHOLOGISTS, AND RESEARCHERS; THE INFINITE SMALL LEARNING STEPS AND THE INFALLIBLE PROGRESS; TEACHERS AND SCHOOLS; NOTE; REFERENCES; 7. SCHOOL LEARNING AS HUMAN GROWTH: Modal Dynamics of Learning; INTRODUCTION; SCHOOL AS BRIDGE TO A SECOND NATURE; HUMAN GROWTH AND LEARNING; MODAL DYNAMICS OF LEARNING AND ACTION; CONCLUSIONS; NOTES; REFERENCES; SECTION III: SCHOOL, ECONOMICS AND LABOR MARKETS. | |
| 505 | 8 | |a 8. THE STATE, MARKET AND EDUCATIONTHE JUSTIFICATION FOR THE PUBLIC FUNDING OF EDUCATION; ABOUT THE PROVISION OF EDUCATION; CONCLUSION; NOTES; REFERENCES; 9. PRODUCTIVITY, EFFECTIVENESS, EFFICIENCY BASIC CONCEPTS OF THE ECONOMICS OF EDUCATION; PRELIMINARY REMARK; THE CONCEPT OF PRODUCTIVITY; Labour Productivity; Capital Productivity; Total Factor Productivity; Perspectives of Observation; Levels of Observation; OBJECTS OF OBSERVATION; Output Measures of Successful School Education; Inputs in and Productivity Indicators of Successful School Education. | |
| 650 | 0 | |a Teaching |x Philosophy. | |
| 650 | 0 | |a Teaching |x Methodology. |0 http://id.loc.gov/authorities/subjects/sh2008008392 | |
| 650 | 7 | |a EDUCATION |x Essays. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Reference. |2 bisacsh | |
| 650 | 7 | |a Teaching |x Methodology |2 fast | |
| 650 | 7 | |a Teaching |x Philosophy |2 fast | |
| 700 | 1 | |a Siljander, Pauli, |e editor. | |
| 700 | 1 | |a Kontio, Kimmo, |e editor. | |
| 700 | 1 | |a Pikkarainen, Eetu, |e editor. | |
| 758 | |i has work: |a Schools in transition (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGjwKbjBYWHhthH3gyFJCP |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
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| callnumber-first | L - Education |
| callnumber-label | LB1025 |
| callnumber-raw | LB1025.3 .S387 2017 |
| callnumber-search | LB1025.3 .S387 2017 |
| callnumber-sort | LB 41025.3 S387 42017 |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EBA |
| contents | TABLE OF CONTENTS; PREFACE; 1. A MODERN IDEA OF THE SCHOOL; WHAT IS SCHOOL -- A SHORT HISTORICAL INTRODUCTION; OVERVIEW OF THE CONTENT OF THE BOOK; Functions of the School: Theoretical Issues; School, Learning and Teaching; School, Economics and Labor Markets; School and School Reform -- National Perspectives; School, Utopias and Future; REFERENCES; SECTION I: FUNCTIONS OF THE SCHOOL: Theoretical Issues; 2. A PHILOSOPHICAL SCHOOL FOR OUR TIME: Thinking with Plato after Dewey; WHY PLATO IS A CONTEMPORARY WHO SPEAKS TO THE MEANING OF SCHOOL; THE SCHOOL AS A PLACE OF AND FOR THOUGHT. AN EDUCATION IN THE EMBODIED ARTSCONCLUSION: SOCRATES GOES TO SCHOOL; REFERENCES; 3. AXEL HONNETH ON ROLE, FORM AND RESULTS OF PUBLIC EDUCATION REVISITED; INTRODUCTION; THE ROLE OF PUBLIC EDUCATION; THE FORM OF PUBLIC EDUCATION; THE RESULTS OF PUBLIC EDUCATION; CONCLUDING REMARKS; REFERENCES; 4. WHAT ARE UNIVERSITIES FOR?: From the Community of the Selves to the Transformative Potential of Higher Education; SEARCHING FOR THE IDEA(L); THE RISE OF THE UNIVERSITY, HUMBOLDT AND THE IDEAL OF UNIVERSITY AS BILDUNG; IS SEEKING THE IDEALS OF BILDUNG AND UNIVERSITY NOTHING BUT 'SPIRITUAL MISSION'? PROBLEMS AND CHALLENGES FOR UNIVERSITY IN THE LATE-MODERN PLURALITY, AND COMING BACK TO THE COMMUNITY OF THE SELVESREFERENCES; SECTION II: SCHOOL, LEARNING AND TEACHING; 5. SCHOOLS AND THE NEW LANGUAGE OF LEARNING: A Critical Perspective; INTRODUCTION; THE NEW THEORIES OF LEARNING AND THEIR IMPACT AND APPLICATIONS ON EDUCATION; THE PROCESS OF EDUCATION AND THE NEW LANGUAGE OF LEARNING; EDUCATIONAL INSTITUTIONS AND THE NEW LANGUAGE OF LEARNING; DISCUSSION; REFERENCES; 6. THE PARADOX OF BEING A TEACHER: Institutionalized Relevance and Organized Mistrust. THE IMPORTANCE OF TEACHERS AND THEIR DISTURBING FALLACIESPESTALOZZI AND SKINNER: THE URGENT SOCIAL NEED FOR EDUCATIONAL EFFECTS; GOD'S DEPUTIES, SUBSTITUTES, AND IMITATORS: MOTHERS, PSYCHOLOGISTS, AND RESEARCHERS; THE INFINITE SMALL LEARNING STEPS AND THE INFALLIBLE PROGRESS; TEACHERS AND SCHOOLS; NOTE; REFERENCES; 7. SCHOOL LEARNING AS HUMAN GROWTH: Modal Dynamics of Learning; INTRODUCTION; SCHOOL AS BRIDGE TO A SECOND NATURE; HUMAN GROWTH AND LEARNING; MODAL DYNAMICS OF LEARNING AND ACTION; CONCLUSIONS; NOTES; REFERENCES; SECTION III: SCHOOL, ECONOMICS AND LABOR MARKETS. 8. THE STATE, MARKET AND EDUCATIONTHE JUSTIFICATION FOR THE PUBLIC FUNDING OF EDUCATION; ABOUT THE PROVISION OF EDUCATION; CONCLUSION; NOTES; REFERENCES; 9. PRODUCTIVITY, EFFECTIVENESS, EFFICIENCY BASIC CONCEPTS OF THE ECONOMICS OF EDUCATION; PRELIMINARY REMARK; THE CONCEPT OF PRODUCTIVITY; Labour Productivity; Capital Productivity; Total Factor Productivity; Perspectives of Observation; Levels of Observation; OBJECTS OF OBSERVATION; Output Measures of Successful School Education; Inputs in and Productivity Indicators of Successful School Education. |
| ctrlnum | (OCoLC)967577717 |
| dewey-full | 370 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370 |
| dewey-search | 370 |
| dewey-sort | 3370 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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ind2="1"><subfield code="a">Rotterdam, The Netherlands :</subfield><subfield code="b">Sense Publishers,</subfield><subfield code="c">[2017]</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="347" ind1=" " ind2=" "><subfield code="a">text file</subfield></datafield><datafield tag="347" ind1=" " ind2=" "><subfield code="b">PDF</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">School is one of the most focal institutions in modern society. It is largely through the institutionalized forms of education that modern society attempts to secure and maintain its social and economic well-being and its valuable cultural life forms. In addition to this, school is the essential institution through which the future of a society is defined. Thus, at least when understood traditionally as a pedagogical institution, the school stands at the center of historically and socially constructed cultural life forms and at the brink of an unknown future: the determination of that future characterizes the pedagogical task of the school. It naturally ensues then, that modern discourses of the school have always been intertwined with the critical question of how past, present and future can be linked in educational practices so that schools can foster (in ever better ways) the well-being of individuals, societies and humanity. The chapters in this volume, despite the variety of viewpoints, share this critical view. The purpose of the volume is not to offer definite answers; rather it is to stress that to understand the role and functions of school in contemporary society and to orientate its transition, a well-founded critical evaluation of prevailing pedagogical practices and policy trends is required. This evaluation is vital for the future of school and society.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">TABLE OF CONTENTS; PREFACE; 1. A MODERN IDEA OF THE SCHOOL; WHAT IS SCHOOL -- A SHORT HISTORICAL INTRODUCTION; OVERVIEW OF THE CONTENT OF THE BOOK; Functions of the School: Theoretical Issues; School, Learning and Teaching; School, Economics and Labor Markets; School and School Reform -- National Perspectives; School, Utopias and Future; REFERENCES; SECTION I: FUNCTIONS OF THE SCHOOL: Theoretical Issues; 2. A PHILOSOPHICAL SCHOOL FOR OUR TIME: Thinking with Plato after Dewey; WHY PLATO IS A CONTEMPORARY WHO SPEAKS TO THE MEANING OF SCHOOL; THE SCHOOL AS A PLACE OF AND FOR THOUGHT.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">AN EDUCATION IN THE EMBODIED ARTSCONCLUSION: SOCRATES GOES TO SCHOOL; REFERENCES; 3. AXEL HONNETH ON ROLE, FORM AND RESULTS OF PUBLIC EDUCATION REVISITED; INTRODUCTION; THE ROLE OF PUBLIC EDUCATION; THE FORM OF PUBLIC EDUCATION; THE RESULTS OF PUBLIC EDUCATION; CONCLUDING REMARKS; REFERENCES; 4. WHAT ARE UNIVERSITIES FOR?: From the Community of the Selves to the Transformative Potential of Higher Education; SEARCHING FOR THE IDEA(L); THE RISE OF THE UNIVERSITY, HUMBOLDT AND THE IDEAL OF UNIVERSITY AS BILDUNG; IS SEEKING THE IDEALS OF BILDUNG AND UNIVERSITY NOTHING BUT 'SPIRITUAL MISSION'?</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">PROBLEMS AND CHALLENGES FOR UNIVERSITY IN THE LATE-MODERN PLURALITY, AND COMING BACK TO THE COMMUNITY OF THE SELVESREFERENCES; SECTION II: SCHOOL, LEARNING AND TEACHING; 5. SCHOOLS AND THE NEW LANGUAGE OF LEARNING: A Critical Perspective; INTRODUCTION; THE NEW THEORIES OF LEARNING AND THEIR IMPACT AND APPLICATIONS ON EDUCATION; THE PROCESS OF EDUCATION AND THE NEW LANGUAGE OF LEARNING; EDUCATIONAL INSTITUTIONS AND THE NEW LANGUAGE OF LEARNING; DISCUSSION; REFERENCES; 6. THE PARADOX OF BEING A TEACHER: Institutionalized Relevance and Organized Mistrust.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">THE IMPORTANCE OF TEACHERS AND THEIR DISTURBING FALLACIESPESTALOZZI AND SKINNER: THE URGENT SOCIAL NEED FOR EDUCATIONAL EFFECTS; GOD'S DEPUTIES, SUBSTITUTES, AND IMITATORS: MOTHERS, PSYCHOLOGISTS, AND RESEARCHERS; THE INFINITE SMALL LEARNING STEPS AND THE INFALLIBLE PROGRESS; TEACHERS AND SCHOOLS; NOTE; REFERENCES; 7. SCHOOL LEARNING AS HUMAN GROWTH: Modal Dynamics of Learning; INTRODUCTION; SCHOOL AS BRIDGE TO A SECOND NATURE; HUMAN GROWTH AND LEARNING; MODAL DYNAMICS OF LEARNING AND ACTION; CONCLUSIONS; NOTES; REFERENCES; SECTION III: SCHOOL, ECONOMICS AND LABOR MARKETS.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">8. THE STATE, MARKET AND EDUCATIONTHE JUSTIFICATION FOR THE PUBLIC FUNDING OF EDUCATION; ABOUT THE PROVISION OF EDUCATION; CONCLUSION; NOTES; REFERENCES; 9. 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| id | ZDB-4-EBA-ocn967577717 |
| illustrated | Not Illustrated |
| indexdate | 2024-10-25T16:23:33Z |
| institution | BVB |
| isbn | 9463008276 9789463008273 |
| language | English |
| oclc_num | 967577717 |
| open_access_boolean | |
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| owner_facet | MAIN |
| physical | 1 online resource |
| psigel | ZDB-4-EBA |
| publishDate | 2017 |
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| publishDateSort | 2017 |
| publisher | Sense Publishers, |
| record_format | marc |
| spelling | Schools in transition : linking past, present, and future in educational practice / edited by Pauli Siljander, Kimmo Kontio and Eetu Pikkarainen. Rotterdam, The Netherlands : Sense Publishers, [2017] 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier text file Includes bibliographical references. School is one of the most focal institutions in modern society. It is largely through the institutionalized forms of education that modern society attempts to secure and maintain its social and economic well-being and its valuable cultural life forms. In addition to this, school is the essential institution through which the future of a society is defined. Thus, at least when understood traditionally as a pedagogical institution, the school stands at the center of historically and socially constructed cultural life forms and at the brink of an unknown future: the determination of that future characterizes the pedagogical task of the school. It naturally ensues then, that modern discourses of the school have always been intertwined with the critical question of how past, present and future can be linked in educational practices so that schools can foster (in ever better ways) the well-being of individuals, societies and humanity. The chapters in this volume, despite the variety of viewpoints, share this critical view. The purpose of the volume is not to offer definite answers; rather it is to stress that to understand the role and functions of school in contemporary society and to orientate its transition, a well-founded critical evaluation of prevailing pedagogical practices and policy trends is required. This evaluation is vital for the future of school and society. TABLE OF CONTENTS; PREFACE; 1. A MODERN IDEA OF THE SCHOOL; WHAT IS SCHOOL -- A SHORT HISTORICAL INTRODUCTION; OVERVIEW OF THE CONTENT OF THE BOOK; Functions of the School: Theoretical Issues; School, Learning and Teaching; School, Economics and Labor Markets; School and School Reform -- National Perspectives; School, Utopias and Future; REFERENCES; SECTION I: FUNCTIONS OF THE SCHOOL: Theoretical Issues; 2. A PHILOSOPHICAL SCHOOL FOR OUR TIME: Thinking with Plato after Dewey; WHY PLATO IS A CONTEMPORARY WHO SPEAKS TO THE MEANING OF SCHOOL; THE SCHOOL AS A PLACE OF AND FOR THOUGHT. AN EDUCATION IN THE EMBODIED ARTSCONCLUSION: SOCRATES GOES TO SCHOOL; REFERENCES; 3. AXEL HONNETH ON ROLE, FORM AND RESULTS OF PUBLIC EDUCATION REVISITED; INTRODUCTION; THE ROLE OF PUBLIC EDUCATION; THE FORM OF PUBLIC EDUCATION; THE RESULTS OF PUBLIC EDUCATION; CONCLUDING REMARKS; REFERENCES; 4. WHAT ARE UNIVERSITIES FOR?: From the Community of the Selves to the Transformative Potential of Higher Education; SEARCHING FOR THE IDEA(L); THE RISE OF THE UNIVERSITY, HUMBOLDT AND THE IDEAL OF UNIVERSITY AS BILDUNG; IS SEEKING THE IDEALS OF BILDUNG AND UNIVERSITY NOTHING BUT 'SPIRITUAL MISSION'? PROBLEMS AND CHALLENGES FOR UNIVERSITY IN THE LATE-MODERN PLURALITY, AND COMING BACK TO THE COMMUNITY OF THE SELVESREFERENCES; SECTION II: SCHOOL, LEARNING AND TEACHING; 5. SCHOOLS AND THE NEW LANGUAGE OF LEARNING: A Critical Perspective; INTRODUCTION; THE NEW THEORIES OF LEARNING AND THEIR IMPACT AND APPLICATIONS ON EDUCATION; THE PROCESS OF EDUCATION AND THE NEW LANGUAGE OF LEARNING; EDUCATIONAL INSTITUTIONS AND THE NEW LANGUAGE OF LEARNING; DISCUSSION; REFERENCES; 6. THE PARADOX OF BEING A TEACHER: Institutionalized Relevance and Organized Mistrust. THE IMPORTANCE OF TEACHERS AND THEIR DISTURBING FALLACIESPESTALOZZI AND SKINNER: THE URGENT SOCIAL NEED FOR EDUCATIONAL EFFECTS; GOD'S DEPUTIES, SUBSTITUTES, AND IMITATORS: MOTHERS, PSYCHOLOGISTS, AND RESEARCHERS; THE INFINITE SMALL LEARNING STEPS AND THE INFALLIBLE PROGRESS; TEACHERS AND SCHOOLS; NOTE; REFERENCES; 7. SCHOOL LEARNING AS HUMAN GROWTH: Modal Dynamics of Learning; INTRODUCTION; SCHOOL AS BRIDGE TO A SECOND NATURE; HUMAN GROWTH AND LEARNING; MODAL DYNAMICS OF LEARNING AND ACTION; CONCLUSIONS; NOTES; REFERENCES; SECTION III: SCHOOL, ECONOMICS AND LABOR MARKETS. 8. THE STATE, MARKET AND EDUCATIONTHE JUSTIFICATION FOR THE PUBLIC FUNDING OF EDUCATION; ABOUT THE PROVISION OF EDUCATION; CONCLUSION; NOTES; REFERENCES; 9. PRODUCTIVITY, EFFECTIVENESS, EFFICIENCY BASIC CONCEPTS OF THE ECONOMICS OF EDUCATION; PRELIMINARY REMARK; THE CONCEPT OF PRODUCTIVITY; Labour Productivity; Capital Productivity; Total Factor Productivity; Perspectives of Observation; Levels of Observation; OBJECTS OF OBSERVATION; Output Measures of Successful School Education; Inputs in and Productivity Indicators of Successful School Education. Teaching Philosophy. Teaching Methodology. http://id.loc.gov/authorities/subjects/sh2008008392 EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Teaching Methodology fast Teaching Philosophy fast Siljander, Pauli, editor. Kontio, Kimmo, editor. Pikkarainen, Eetu, editor. has work: Schools in transition (Text) https://id.oclc.org/worldcat/entity/E39PCGjwKbjBYWHhthH3gyFJCP https://id.oclc.org/worldcat/ontology/hasWork FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1445336 Volltext CBO01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1445336 Volltext |
| spellingShingle | Schools in transition : linking past, present, and future in educational practice / TABLE OF CONTENTS; PREFACE; 1. A MODERN IDEA OF THE SCHOOL; WHAT IS SCHOOL -- A SHORT HISTORICAL INTRODUCTION; OVERVIEW OF THE CONTENT OF THE BOOK; Functions of the School: Theoretical Issues; School, Learning and Teaching; School, Economics and Labor Markets; School and School Reform -- National Perspectives; School, Utopias and Future; REFERENCES; SECTION I: FUNCTIONS OF THE SCHOOL: Theoretical Issues; 2. A PHILOSOPHICAL SCHOOL FOR OUR TIME: Thinking with Plato after Dewey; WHY PLATO IS A CONTEMPORARY WHO SPEAKS TO THE MEANING OF SCHOOL; THE SCHOOL AS A PLACE OF AND FOR THOUGHT. AN EDUCATION IN THE EMBODIED ARTSCONCLUSION: SOCRATES GOES TO SCHOOL; REFERENCES; 3. AXEL HONNETH ON ROLE, FORM AND RESULTS OF PUBLIC EDUCATION REVISITED; INTRODUCTION; THE ROLE OF PUBLIC EDUCATION; THE FORM OF PUBLIC EDUCATION; THE RESULTS OF PUBLIC EDUCATION; CONCLUDING REMARKS; REFERENCES; 4. WHAT ARE UNIVERSITIES FOR?: From the Community of the Selves to the Transformative Potential of Higher Education; SEARCHING FOR THE IDEA(L); THE RISE OF THE UNIVERSITY, HUMBOLDT AND THE IDEAL OF UNIVERSITY AS BILDUNG; IS SEEKING THE IDEALS OF BILDUNG AND UNIVERSITY NOTHING BUT 'SPIRITUAL MISSION'? PROBLEMS AND CHALLENGES FOR UNIVERSITY IN THE LATE-MODERN PLURALITY, AND COMING BACK TO THE COMMUNITY OF THE SELVESREFERENCES; SECTION II: SCHOOL, LEARNING AND TEACHING; 5. SCHOOLS AND THE NEW LANGUAGE OF LEARNING: A Critical Perspective; INTRODUCTION; THE NEW THEORIES OF LEARNING AND THEIR IMPACT AND APPLICATIONS ON EDUCATION; THE PROCESS OF EDUCATION AND THE NEW LANGUAGE OF LEARNING; EDUCATIONAL INSTITUTIONS AND THE NEW LANGUAGE OF LEARNING; DISCUSSION; REFERENCES; 6. THE PARADOX OF BEING A TEACHER: Institutionalized Relevance and Organized Mistrust. THE IMPORTANCE OF TEACHERS AND THEIR DISTURBING FALLACIESPESTALOZZI AND SKINNER: THE URGENT SOCIAL NEED FOR EDUCATIONAL EFFECTS; GOD'S DEPUTIES, SUBSTITUTES, AND IMITATORS: MOTHERS, PSYCHOLOGISTS, AND RESEARCHERS; THE INFINITE SMALL LEARNING STEPS AND THE INFALLIBLE PROGRESS; TEACHERS AND SCHOOLS; NOTE; REFERENCES; 7. SCHOOL LEARNING AS HUMAN GROWTH: Modal Dynamics of Learning; INTRODUCTION; SCHOOL AS BRIDGE TO A SECOND NATURE; HUMAN GROWTH AND LEARNING; MODAL DYNAMICS OF LEARNING AND ACTION; CONCLUSIONS; NOTES; REFERENCES; SECTION III: SCHOOL, ECONOMICS AND LABOR MARKETS. 8. THE STATE, MARKET AND EDUCATIONTHE JUSTIFICATION FOR THE PUBLIC FUNDING OF EDUCATION; ABOUT THE PROVISION OF EDUCATION; CONCLUSION; NOTES; REFERENCES; 9. PRODUCTIVITY, EFFECTIVENESS, EFFICIENCY BASIC CONCEPTS OF THE ECONOMICS OF EDUCATION; PRELIMINARY REMARK; THE CONCEPT OF PRODUCTIVITY; Labour Productivity; Capital Productivity; Total Factor Productivity; Perspectives of Observation; Levels of Observation; OBJECTS OF OBSERVATION; Output Measures of Successful School Education; Inputs in and Productivity Indicators of Successful School Education. Teaching Philosophy. Teaching Methodology. http://id.loc.gov/authorities/subjects/sh2008008392 EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Teaching Methodology fast Teaching Philosophy fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh2008008392 |
| title | Schools in transition : linking past, present, and future in educational practice / |
| title_auth | Schools in transition : linking past, present, and future in educational practice / |
| title_exact_search | Schools in transition : linking past, present, and future in educational practice / |
| title_full | Schools in transition : linking past, present, and future in educational practice / edited by Pauli Siljander, Kimmo Kontio and Eetu Pikkarainen. |
| title_fullStr | Schools in transition : linking past, present, and future in educational practice / edited by Pauli Siljander, Kimmo Kontio and Eetu Pikkarainen. |
| title_full_unstemmed | Schools in transition : linking past, present, and future in educational practice / edited by Pauli Siljander, Kimmo Kontio and Eetu Pikkarainen. |
| title_short | Schools in transition : |
| title_sort | schools in transition linking past present and future in educational practice |
| title_sub | linking past, present, and future in educational practice / |
| topic | Teaching Philosophy. Teaching Methodology. http://id.loc.gov/authorities/subjects/sh2008008392 EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Teaching Methodology fast Teaching Philosophy fast |
| topic_facet | Teaching Philosophy. Teaching Methodology. EDUCATION Essays. EDUCATION Organizations & Institutions. EDUCATION Reference. Teaching Methodology Teaching Philosophy |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1445336 |
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