標(biāo)題: Titlebook: Educational Research and the Question(s) of Time; David R. Cole,Mehri Mirzaei Rafe,Gui Ying Annie Ya Book 2024 The Editor(s) (if applicabl [打印本頁] 作者: Fibromyalgia 時(shí)間: 2025-3-21 17:38
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作者: accessory 時(shí)間: 2025-3-21 23:53 作者: 纖細(xì) 時(shí)間: 2025-3-22 03:41
Toward a Definition of Mental Retardationits current settings to ones that will provoke meaningful change in the Anthropocene. This new science of educational research will be based on a re-evaluation of time in educational research from the work of Alfred North Whitehead, Gilles Deleuze, Gilbert Simondon, Stanislaw Lem and Philip K. Dick.作者: Stress-Fracture 時(shí)間: 2025-3-22 08:31 作者: 高談闊論 時(shí)間: 2025-3-22 09:41 作者: 通知 時(shí)間: 2025-3-22 15:36 作者: 通知 時(shí)間: 2025-3-22 20:54
,Rahmenbedingungen für Mental Wellness,ion of timing, tempo and sequence of educational research and development, as well as conflicting understandings of temporal modalities at the three levels. Based on these observations, we discuss the different structural elements of timescapes and how they shape and are shaped by relations and expe作者: 有權(quán) 時(shí)間: 2025-3-22 22:39
https://doi.org/10.1007/978-1-4757-0884-4d written compositions. This chapter is a dialogue between the different philosophical orientations about space and time, a dialogue between the two distinct datasets, and a dialogue between us, teacher-researchers of these contexts. Bringing together the philosophy of Natural Inclusionality and Bak作者: Ancestor 時(shí)間: 2025-3-23 05:20 作者: legislate 時(shí)間: 2025-3-23 08:44
Kommunikation im Mentaltraining,tical orientation. The discussion then moves on to illustrate the affordances of the temporal-diagnostic and formal-aesthetic qualities of rhythm for contemporary doctoral education, based on the author’s previous work (Dakka in Inquiring into academic timescapes. Emerald Publisher, .; Dakka & Wade 作者: COMMA 時(shí)間: 2025-3-23 13:44 作者: Resign 時(shí)間: 2025-3-23 17:03
Jan Mayer,Peter G?rlich,Hans Ebersp?cherand wasted as if it were a tangible product. While most experiences focused on time experienced as . examples and implications as to what happens to learning when space for time experienced as . emerges within a classroom.作者: 符合規(guī)定 時(shí)間: 2025-3-23 21:27
https://doi.org/10.1007/978-3-658-25424-7ints toward how research in curriculum and education studies might instead respond to a time that is . and . instead of a time that inevitably ticks on. To do so, this chapter assembles cultural critics and philosophers working in affect and aesthetic studies to develop a framework for understanding作者: ascend 時(shí)間: 2025-3-23 23:33
imate crisis and how to do anything about it through education is an example of how considering the dimension of time opens up education beyond quick or narrow fixes and introduces a profound synthesis for the future..978-981-97-3420-7978-981-97-3418-4作者: 哀求 時(shí)間: 2025-3-24 02:21 作者: Definitive 時(shí)間: 2025-3-24 06:43
Working the Time Dimension of Educational Researchits current settings to ones that will provoke meaningful change in the Anthropocene. This new science of educational research will be based on a re-evaluation of time in educational research from the work of Alfred North Whitehead, Gilles Deleuze, Gilbert Simondon, Stanislaw Lem and Philip K. Dick.作者: 熄滅 時(shí)間: 2025-3-24 14:21
Lived Temporalities with(in) Place: Assembling a Radical Relational Praxis with T. S. Eliotn intricately intra-dependent emergence that actively reconfigures possibilities of knowing and doing in, and beyond, educational research and practice. Moreover, in contending that a prerequisite of expansive place-time understandings is a shift away from a static and individualist metaphysics, que作者: 長處 時(shí)間: 2025-3-24 17:14
Educational Research and the Temporalities of Enclosureess, .) in which human historical time is engendered by desire, and desire begun in the future, at the telos of the historical struggle for recognition (Lundie in School leadership between community and the state: The changing civic role of schooling. Springer Nature, .), this chapter seeks to explo作者: obsolete 時(shí)間: 2025-3-24 21:25 作者: Vo2-Max 時(shí)間: 2025-3-25 02:38
Timescapes of Educational Research and Developmention of timing, tempo and sequence of educational research and development, as well as conflicting understandings of temporal modalities at the three levels. Based on these observations, we discuss the different structural elements of timescapes and how they shape and are shaped by relations and expe作者: 帶來墨水 時(shí)間: 2025-3-25 03:45
Understanding and Nurturing Emergence—Explorations of the Temporality of Being and Becoming in Highed written compositions. This chapter is a dialogue between the different philosophical orientations about space and time, a dialogue between the two distinct datasets, and a dialogue between us, teacher-researchers of these contexts. Bringing together the philosophy of Natural Inclusionality and Bak作者: 翻動(dòng) 時(shí)間: 2025-3-25 10:53 作者: 人充滿活力 時(shí)間: 2025-3-25 15:43 作者: Eviction 時(shí)間: 2025-3-25 15:50 作者: 大吃大喝 時(shí)間: 2025-3-25 23:48 作者: DECRY 時(shí)間: 2025-3-26 02:03 作者: 無情 時(shí)間: 2025-3-26 07:17 作者: Lumbar-Spine 時(shí)間: 2025-3-26 10:44 作者: 潛移默化 時(shí)間: 2025-3-26 14:19
https://doi.org/10.34156/978-3-7910-6156-6idence is discussed for addressing the view that time is a finite resource in American education. As such, this study addresses culture as a mediating component of the conceptualization of time and the implementation of time in the school context.作者: insolence 時(shí)間: 2025-3-26 17:54
Mentalizing Power and Powerlessnessof the objective and linear notion of time, this study argues that embracing uncertainties and contradictions can lead us to new horizons, transcending the constraints of this dominant understanding of time.作者: BRAND 時(shí)間: 2025-3-26 22:58
The Decay of Time in Research and Teachingcay of meaning as the acceleration of time becomes perversely out of synch. In the chapter, we offer ways to make sense of, subvert and draw attention to time, as a way of being in and relating to the transparency society.作者: Magnificent 時(shí)間: 2025-3-27 01:45
Time as a Finite Resource in Education: Theorizing Temporality in School Cultureidence is discussed for addressing the view that time is a finite resource in American education. As such, this study addresses culture as a mediating component of the conceptualization of time and the implementation of time in the school context.作者: AMOR 時(shí)間: 2025-3-27 07:44 作者: vitrectomy 時(shí)間: 2025-3-27 13:15
Book 2024nd change and implement these findings through practice. It deals with the philosophy of education, higher education, schooling (the curriculum), time displacement, technology, the environment and policy. This?book?focuses on time revolution(s). It explores new ways of thinking about time, that ques作者: 圓桶 時(shí)間: 2025-3-27 16:03 作者: 推遲 時(shí)間: 2025-3-27 19:13
Working the Time Dimension of Educational Researchzed in terms of the move from the benign Holocene wherein human civilization flourished, to the malign Anthropocene, through which we are creating the conditions for our own extinction. Education and its research sit in the middle of this epochal shift. Scientific investigation establishes and verif作者: gustation 時(shí)間: 2025-3-28 01:05 作者: conjunctiva 時(shí)間: 2025-3-28 05:01
Educational Research and the Temporalities of Enclosure the spatio-temporal logics of enclosure. What (Deleuze in Cultural Theory: An Anthology, 139–142, .) terms ‘disciplinary societies’, operating through institutions of enclosure—schools, hospitals, factories, barracks, archetypally, prisons—are essential to the notion of individual subjectification.作者: harangue 時(shí)間: 2025-3-28 08:10 作者: Lyme-disease 時(shí)間: 2025-3-28 11:27
Timescapes of Educational Research and Development. In this chapter, we will, therefore, use the concept of timescapes as a lens to explore how various educational research and development processes unfold in higher education and how they are embedded in and entangled with administrative and academic practices and narratives. Using the Norwegian hi作者: delusion 時(shí)間: 2025-3-28 17:59 作者: extract 時(shí)間: 2025-3-28 20:26
Time to Think Differently? Complex Temporalities in Doctoral Education and Beyondn than other key considerations within education. However, this is evolving as researchers begin to embrace the value of generative concepts such as . or . to reimagine time as a nuanced, relational concept. These approaches deviate from purportedly objective views of linear or clock time, and inste作者: genesis 時(shí)間: 2025-3-29 01:37
The Decay of Time in Research and Teaching that they may draw explicitly on notions of time in framing a response to accelerated capitalism, understood as the transparency society. Through the decay of time and resultant distortion of meaning, educational research and teaching practices are reframed as temporal concerns. Higher education, p作者: conspicuous 時(shí)間: 2025-3-29 05:49
Rhythm as , and Forms of Doctoral Education processes and relations through the alternance of repetition and difference whilst spotlighting the spatio-temporal, ethico-political and pedagogical possibilities of rhythmic approaches for educational research. To this end, it offers an overview of the emerging strands of a multi- and cross-disci作者: 跟隨 時(shí)間: 2025-3-29 07:25 作者: AER 時(shí)間: 2025-3-29 15:03 作者: 藝術(shù) 時(shí)間: 2025-3-29 18:11 作者: Feigned 時(shí)間: 2025-3-29 21:06 作者: Critical 時(shí)間: 2025-3-29 23:55 作者: 原告 時(shí)間: 2025-3-30 06:46 作者: 不可侵犯 時(shí)間: 2025-3-30 12:06
David R. Cole,Mehri Mirzaei Rafe,Gui Ying Annie YaDefines a new philosophy of time for education.Showcases empirical evidence with analysis of time in education.Provides a platform for the analysis of time in education作者: Afflict 時(shí)間: 2025-3-30 13:48 作者: 舊石器 時(shí)間: 2025-3-30 18:37 作者: slipped-disk 時(shí)間: 2025-3-30 22:36 作者: neuron 時(shí)間: 2025-3-31 04:24 作者: 擔(dān)憂 時(shí)間: 2025-3-31 08:01
https://doi.org/10.1007/978-94-011-5632-5 the spatio-temporal logics of enclosure. What (Deleuze in Cultural Theory: An Anthology, 139–142, .) terms ‘disciplinary societies’, operating through institutions of enclosure—schools, hospitals, factories, barracks, archetypally, prisons—are essential to the notion of individual subjectification.作者: 使閉塞 時(shí)間: 2025-3-31 09:58
https://doi.org/10.1007/978-94-007-5195-8lity by continually narrativizing homogeneous time, linear narrative, and progressive teleology as modes of existence. These modes are enmeshed in the very fabric of scholarly inquiry. We call this a . concept of time—a simplified or sketched outline of time, emphasizing a single linear progression 作者: 宏偉 時(shí)間: 2025-3-31 17:03
,Rahmenbedingungen für Mental Wellness,. In this chapter, we will, therefore, use the concept of timescapes as a lens to explore how various educational research and development processes unfold in higher education and how they are embedded in and entangled with administrative and academic practices and narratives. Using the Norwegian hi
