標(biāo)題: Titlebook: Exploring Heutagogy in Higher Education; Academia Meets the Z Amnon Glassner,Shlomo Back Book 2020 Springer Nature Singapore Pte Ltd. 2020 [打印本頁(yè)] 作者: mandatory 時(shí)間: 2025-3-21 19:05
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書(shū)目名稱Exploring Heutagogy in Higher Education讀者反饋
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作者: 油氈 時(shí)間: 2025-3-21 20:33
978-981-15-4146-9Springer Nature Singapore Pte Ltd. 2020作者: 不理會(huì) 時(shí)間: 2025-3-22 03:58 作者: uncertain 時(shí)間: 2025-3-22 05:45 作者: hangdog 時(shí)間: 2025-3-22 11:32
in the present chapter consists of four instances of the same course type, delivered over four consecutive years. All of them shared the same setting and were taught to different students. The statement-based type will be discussed in the next chapter.作者: overshadow 時(shí)間: 2025-3-22 15:33 作者: overshadow 時(shí)間: 2025-3-22 19:36
Psychological and Sociological Aspects of Heutagogythree basic human needs as the driving forces of learning: the need for a sense of competence, the need for a sense of autonomy, and the need for a sense of relatedness. Then we discuss Ranciere’s circle-power problem, which focuses on emancipation and equality. We conclude by discussing the democratic and social justice aspects of heutagogy.作者: 流行 時(shí)間: 2025-3-22 22:18 作者: 拾落穗 時(shí)間: 2025-3-23 03:14 作者: Intellectual 時(shí)間: 2025-3-23 06:24 作者: nitroglycerin 時(shí)間: 2025-3-23 11:24 作者: 種類 時(shí)間: 2025-3-23 15:17
Higher Education for Sustainability This examination concerns two issues: the epistemological justification of heutagogy and its humanistic perspective. Following Hase and Kenyon (., .), we discuss three epistemological paradigms: empiricism, rationalism, and constructivism. Hase and Kenyon consistently reject the first. In their 200作者: municipality 時(shí)間: 2025-3-23 21:14
Higher Education for Sustainable Developmentthree basic human needs as the driving forces of learning: the need for a sense of competence, the need for a sense of autonomy, and the need for a sense of relatedness. Then we discuss Ranciere’s circle-power problem, which focuses on emancipation and equality. We conclude by discussing the democra作者: Peculate 時(shí)間: 2025-3-23 23:31 作者: 遷移 時(shí)間: 2025-3-24 02:45 作者: 天氣 時(shí)間: 2025-3-24 10:20 作者: PANG 時(shí)間: 2025-3-24 11:08
https://doi.org/10.1007/978-94-6209-746-9e of education. The ongoing process is a heutagogical one, dealing with theoretical and practical aspects of heutagogy and its applications. The chapter describes the community’s discussions and examines the professional development of its participants. The second part of this chapter presents a pos作者: 類型 時(shí)間: 2025-3-24 17:34 作者: 指耕作 時(shí)間: 2025-3-24 21:49
Higher Education for SustainabilityConnectivism is a new paradigm of learning adapted to the networked world we live in. In this chapter we explore this paradigm as developed by Siemens and Downes and critically discuss its essence of knowledge and learning.作者: Altitude 時(shí)間: 2025-3-24 23:51
Jianmin Gu,Xueping Li,Lihua WangThis chapter presents three examples of heutagogy pioneers. The first is an ancient example of the . way of learning. The second is the story of Joseph Jacotot, a university lecturer from the nineteenth century. The third is of Ivan Illich and his idea of webs of learning.作者: 牽索 時(shí)間: 2025-3-25 06:06 作者: 幸福愉悅感 時(shí)間: 2025-3-25 10:34
Bologna: Consonance or Dissonance?,This chapter describes the rational, the process, and the outcomes of the course “Cognition and education”. It includes its learning stages referring to both semesters, the findings from the students’ reflections, and a summary of the case.作者: Calibrate 時(shí)間: 2025-3-25 15:37 作者: CRACK 時(shí)間: 2025-3-25 19:39
José Joaquín Brunner,Julio Labra?aThe postgraduate teacher education?studies course was devoted to enhancing . (practical wisdom) in education. This chapter includes the course’s rationale, its learning stages, referring to both semesters, the findings from the students’ final reflections, and a summary of the case.作者: 結(jié)構(gòu) 時(shí)間: 2025-3-25 23:16
https://doi.org/10.1007/978-94-007-2135-7The statement-based case study consists of two instances of the same course type, delivered over two consecutive years. All of them shared the same setting and were taught to different students.作者: 禮節(jié) 時(shí)間: 2025-3-26 00:51
Higher Education in Post-war Great BritainIn this chapter we discuss the case studies presented in the previous chapters and compare their characteristics. Thereafter, we propose a critical analysis of the findings.作者: AMOR 時(shí)間: 2025-3-26 05:43 作者: 消耗 時(shí)間: 2025-3-26 11:05 作者: Ardent 時(shí)間: 2025-3-26 16:25
MethodologyThis part presents the authors’ self-study research, which includes five case studies of heutagogy courses in a faculty of education and teacher education programs in a university and a college of education.作者: 音樂(lè)戲劇 時(shí)間: 2025-3-26 18:31
Cognition and EducationThis chapter describes the rational, the process, and the outcomes of the course “Cognition and education”. It includes its learning stages referring to both semesters, the findings from the students’ reflections, and a summary of the case.作者: Eviction 時(shí)間: 2025-3-26 23:14
Youth CulturesThis chapter describes the design, the learning processes, the outcomes, and the students’ reflections of the course. It describes the co-teaching experience of the author, the challenges of conducting self-formative and final evaluations, and the special characteristics of an intensive course.作者: myopia 時(shí)間: 2025-3-27 03:30 作者: Spinal-Fusion 時(shí)間: 2025-3-27 07:52
Philosophy of Early Childhood EducationThe statement-based case study consists of two instances of the same course type, delivered over two consecutive years. All of them shared the same setting and were taught to different students.作者: crescendo 時(shí)間: 2025-3-27 13:10
Discussion of the Case StudiesIn this chapter we discuss the case studies presented in the previous chapters and compare their characteristics. Thereafter, we propose a critical analysis of the findings.作者: 混雜人 時(shí)間: 2025-3-27 15:04
Book 2020in teaching, learning, and the educational enterprise and ecosystem..The first part of the book presents the philosophical, psychological and sociological foundations of heutagogy, and describes lessons learned from prior experiences of its implementation. The second part presents a collaborative se作者: ARCH 時(shí)間: 2025-3-27 20:27
and ecosystems.Caters to educators’ needs to modify traditioThis book explores heutagogy (self-determined learning) - a new approach to teaching and learning in higher education - and proposes a paradigm shift in teaching, learning, and the educational enterprise and ecosystem..The first part of the作者: CODA 時(shí)間: 2025-3-28 00:53
https://doi.org/10.1007/978-94-6209-746-9er describes the community’s discussions and examines the professional development of its participants. The second part of this chapter presents a possible elaboration of the community of practice into an epistemic community, which is a crucial step in promoting a more general paradigm change in higher education.作者: prodrome 時(shí)間: 2025-3-28 03:43
Florence Nakamanya,Ronald Bisaso”. Following this experience, they changed their way of teaching from “open syllabus” to “opening syllabus”. The opening syllabus is a hybrid way of learning that synthesizes between the closed syllabus (the traditional way of learning in higher education) and open syllabus.作者: BOLUS 時(shí)間: 2025-3-28 07:13 作者: Outshine 時(shí)間: 2025-3-28 14:13
Heutagogy Versus Other Experience of Self-determined Learning”. Following this experience, they changed their way of teaching from “open syllabus” to “opening syllabus”. The opening syllabus is a hybrid way of learning that synthesizes between the closed syllabus (the traditional way of learning in higher education) and open syllabus.作者: Capitulate 時(shí)間: 2025-3-28 18:29
https://doi.org/10.1007/978-3-030-19597-7shall deal with these features, and devote a critical discussion to the proposal that the three “gogies”—pedagogy, andragogy, and heutagogy—constitute a continuum. We shall conclude the chapter by presenting heutagogy’s design principles.作者: 類型 時(shí)間: 2025-3-28 19:29 作者: galley 時(shí)間: 2025-3-29 02:19 作者: Lipoprotein 時(shí)間: 2025-3-29 03:29
The Philosophy of Heutagogy view stands the notion of the third (.) which has logical, epistemological, and ethical aspects. We’ll begin by uncovering the logical features of the learning-as-wandering process and examine its ethical significance.作者: 座右銘 時(shí)間: 2025-3-29 08:41
,Introduction—Heutagogy: What Does It Mean and Why It Is Needed, heutagogy and present its basic principles. Heutagogy goes against the prevailing culture of teaching in academic institutions, which is usually teacher determined. Hence, we address the question of why it is needed. The ideas presented in this chapter will be further elaborated on in the rest of t作者: CARK 時(shí)間: 2025-3-29 13:43
Philosophical Roots This examination concerns two issues: the epistemological justification of heutagogy and its humanistic perspective. Following Hase and Kenyon (., .), we discuss three epistemological paradigms: empiricism, rationalism, and constructivism. Hase and Kenyon consistently reject the first. In their 200作者: maladorit 時(shí)間: 2025-3-29 16:46 作者: ARCHE 時(shí)間: 2025-3-29 21:15
Three “Gogies”: Pedagogy, Andragogy, Heutagogy) and Blaschke (.), we focus on the main differences between andragogy and heutagogy. Blaschke contrasts andragogy, which she views as “self-directed learning”, with heutagogy, or “self-determined learning”. Unlike andragogy, heutagogy emphasizes double and triple-loop learning, “capability developm作者: municipality 時(shí)間: 2025-3-30 03:22
The Philosophy of Heutagogyf knowledge and learning as wandering in a networked world. Our concept of heutagogy is strongly influenced by the French philosopher Michel Serres, (mainly 1964 [1968]; 1968; 1991 [1997]; 2015 [2012]; 2016). We embrace Serres’ (a member of the French academy, 1930–2019) “image of thought” of the wo作者: Muffle 時(shí)間: 2025-3-30 04:28
Ethics in Education in the present chapter consists of four instances of the same course type, delivered over four consecutive years. All of them shared the same setting and were taught to different students. The statement-based type will be discussed in the next chapter.作者: NATAL 時(shí)間: 2025-3-30 12:05 作者: 蜿蜒而流 時(shí)間: 2025-3-30 14:54 作者: 兇兆 時(shí)間: 2025-3-30 17:18 作者: 橢圓 時(shí)間: 2025-3-30 23:31
Higher Education for Sustainabilityajor influence on heutagogy. We present existential-phenomenology, which justifies Rogers’ humanistic psychology, and discuss the notions of becoming, ., dialogue, and freedom as essential characteristics of any meaningful learning.作者: Laconic 時(shí)間: 2025-3-31 03:37
Book 2020nal manner. Occasionally I felt that I was being thrown into deep water without a lifeguard. … But as the course progressed, I succeeded in letting go of my deeply rooted habits and discovered a new learning approach, through which I found in myself a new learner…” (Student’s reflection).“....this b作者: 不利 時(shí)間: 2025-3-31 06:08
d. … But as the course progressed, I succeeded in letting go of my deeply rooted habits and discovered a new learning approach, through which I found in myself a new learner…” (Student’s reflection).“....this b978-981-15-4146-9978-981-15-4144-5
