標(biāo)題: Titlebook: Non-affirmative Theory of Education and Bildung; Michael Uljens Book‘‘‘‘‘‘‘‘ 2023 The Editor(s) (if applicable) and The Author(s) 2023 Ope [打印本頁] 作者: 葉子 時間: 2025-3-21 18:41
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作者: Cirrhosis 時間: 2025-3-21 20:54 作者: frozen-shoulder 時間: 2025-3-22 02:04
Knowledge, Values and Subject-ness: Educative Teaching as a Regulative Idea of School Development inding to my thesis, school teaching that is understood as non-affirmative must consequently be conceived as educative teaching, or more precisely as educative teaching under the claim of .. To justify this assertion, I first describe non-affirmative education as an irreducible nexus of discipline, te作者: ascetic 時間: 2025-3-22 08:17
Herbart’s Educative Teaching in Times of Big Data-Based Measurement and Assessmentbased practical culture and the Bildung process (.) of the children has continued to provoke discussion among educational scholars. This chapter then attempts to rethink the teaching-studying-learning relationship in big data-based measurement and assessment by returning to the classical didactics (作者: 歡樂中國 時間: 2025-3-22 11:30
Bildung-Centred Non-affirmative School Didacticsol didactics and learning. Psychology Press, Hove, 1997). Despite differences in terminology,?non-affirmative general pedagogy and school didactics have similarities. First, inspired by the early reception Hegel-influenced education theorizing in Finland (J. V. Snellman, Z. J. Cleve), school didacti作者: paragon 時間: 2025-3-22 15:08 作者: NATAL 時間: 2025-3-22 18:59
Forgotten Relations Between Justice and Education: A Non-affirmative Education Approach economist, utilitarian, neoliberal and performative interpretation of education and schooling. While a social justice perspective is valuable, it is limited. We need to broaden the view and aspirations of justice to include intrinsically educational aspects. Only when justice is linked to the ethic作者: 侵蝕 時間: 2025-3-22 22:39 作者: microscopic 時間: 2025-3-23 03:29
Hermeneutics in the Non-affirmative Theory of Educationchapter consists of two sections. The first section outlines why we need different notions of . and . for talking about the premises of pedagogical interaction and, in addition, about the results of Bildung. Three pairs of subjectivity and intersubjectivity are identified: as anthropological precond作者: BRAVE 時間: 2025-3-23 07:52
Pedagogical Experimentalism and the Principle of Verification. A Quest for Non-affirmative Education a non-affirmative theory of education necessarily calls for a non-affirmative concept of educational research. We argue that dominant paradigms of both qualitative and quantitative research on education, respectively, assume a specific affirmative stance, which not only leads them to ignore the pro作者: micronutrients 時間: 2025-3-23 11:57
Non-affirmative Theory of Education and Cultural-Historical Activity Theory: Where Do They Meet? questions of normativity, ontology, and epistemology. The reason for choosing these three issues as a point of departure for a comparative study is that they highlight three interrelated dimensions of how educational research and theory are related to educational practice. The amalgamation of the t作者: cacophony 時間: 2025-3-23 17:10 作者: 符合你規(guī)定 時間: 2025-3-23 18:32
Operating in an Outcomes-Based and a Democratic Bildung Discourseture, policy, power, and governance, to mention the most important. A concept of discourse is introduced in order to analyse and discuss the contemporary situation. Discourses allow us to organise and structure our knowledge and apply fundamental perspectives. Two main perspectives that emerge from 作者: 哪有黃油 時間: 2025-3-24 00:37
On the Normativity of Data-Driven Curriculum Policy-Making: A Discursive and Non-affirmative Approacg an evaluative rationale. The critique evolves in two steps, the first step is deconstructive in character and draws on the work of Porter (Trust in numbers: The pursuit of objectivity in science and public life. Princeton University Press, Princeton, 1995) and research on data-driven education. Th作者: 引起 時間: 2025-3-24 06:08
2365-9548 ation theory.Aims at advancing research on curriculum, leade.Interpreting the modern heritage of ‘Bildung’ in connection to education theory, this open access volume explores non-affirmative theory of education and ‘Bildung’ as a language of education for the 21st century. In this ‘Bildung’-centered作者: 紋章 時間: 2025-3-24 07:13 作者: 完成 時間: 2025-3-24 11:37 作者: CUR 時間: 2025-3-24 14:57
Knowledge, Values and Subject-ness: Educative Teaching as a Regulative Idea of School Development inching. Taken together, these considerations bring into view a regulative idea of school development that should not be ignored if one does not want to fall behind an already achieved level within educational theory.作者: 可憎 時間: 2025-3-24 19:42
Forgotten Relations Between Justice and Education: A Non-affirmative Education Approache value of D. Benner’s model of non-affirmative education, grounded in his constitutive and regulative principles of education. This approach help us to understand how pedagogical relations regarding problematisation and reflective dialogue operate in overcoming the injustice that modern, affirmative school models seem to carry with them.作者: Volatile-Oils 時間: 2025-3-25 03:06 作者: Resign 時間: 2025-3-25 05:18
Non-affirmative Theory of Education and Cultural-Historical Activity Theory: Where Do They Meet?al and historical phenomenon, CHAT is designed as a general systems-theoretical approach to be used as a point of departure to achieve a change in praxis, but not by directing praxis from an outside interest.作者: Priapism 時間: 2025-3-25 10:39 作者: 等級的上升 時間: 2025-3-25 12:44 作者: Mucosa 時間: 2025-3-25 17:47 作者: 反饋 時間: 2025-3-25 23:44
https://doi.org/10.1007/978-3-031-30551-1Open Access; Learning sciences; Algoritmization of education; Subject matter didaktik; Phenomenological 作者: 外面 時間: 2025-3-26 03:42
978-3-031-30553-5The Editor(s) (if applicable) and The Author(s) 2023作者: 使?jié)M足 時間: 2025-3-26 07:55
Non-affirmative Theory of Education and Bildung978-3-031-30551-1Series ISSN 2365-9548 Series E-ISSN 2365-9556 作者: 無法取消 時間: 2025-3-26 08:43 作者: Vulnerary 時間: 2025-3-26 15:13
On Affirmativity and Non-affirmativity in the Context of Theories of Education and Bildungcience. The fourth section deals with the reception of the approach and works out an enduring significance of critical non-affirmativity, which must be constantly re-examined against the background of changing pedagogical problem constellations.作者: 討人喜歡 時間: 2025-3-26 18:19
Herbart’s Educative Teaching in Times of Big Data-Based Measurement and Assessmentith this concept, we can see that if the instruction is essentially a Bildung-oriented formation process based on the full interaction between the student and the contents of the world (.), that is, a process of expanding children’s experience and horizons of Bildung (.). In that case, the relations作者: 倒轉(zhuǎn) 時間: 2025-3-26 23:48 作者: Lasting 時間: 2025-3-27 01:43
Dewey, Existential Uncertainty and Non-affirmative Democratic Educationg a problem, and thus logically prior to solving it. In section?two, “.”, I discuss Dewey’s notion of teaching within the context of his broader theory of democratic education, highlighting it as a form of teaching that is non-affirmative, by contrasting it to “traditional, transmissive” and, what I作者: 興奮過度 時間: 2025-3-27 09:05
Between Doxa and Transformational Bildung: A Phenomenological and Social-Theoretical Rehabilitation einungsbildung). The sociality of opinion as judgment is then extended in the second step with Bourdieu in a social-theoretical perspective. For this, we work out habitualized doxa as the primary, judging approach to the world. We thus determine the pre-predicative judgment as a mode of the habitus 作者: hereditary 時間: 2025-3-27 09:39 作者: MONY 時間: 2025-3-27 15:29 作者: obstruct 時間: 2025-3-27 19:06
On the Normativity of Data-Driven Curriculum Policy-Making: A Discursive and Non-affirmative Approac Bridging educational leadership, curriculum theory and didaktik: Non-affirmative theory of education. Springer, Cham, 2017) to elaborate on a more reflexive position. The critical examination shows how . and . operate as educational ideals within the discourse of data-driven curriculum policy-makin作者: Lice692 時間: 2025-3-27 22:04
Book‘‘‘‘‘‘‘‘ 2023eproductive power. Instead of such an instrumentalism, education is seen as a critical societal practice, necessary for reflexive action and democracy. In different ways, the chapters demonstrate how non-affirmative theory offer an alternative to contemporary neo-liberal and conservative policies. T作者: NUDGE 時間: 2025-3-28 05:11
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