Titlebook: Emergent Learning for Wisdom; Marilyn M. Taylor Book 2011 Palgrave Macmillan, a division of Nature America Inc. 2011 development.learning.

TOUT

書目名稱Emergent Learning for Wisdom影響因子(影響力)




書目名稱Emergent Learning for Wisdom影響因子(影響力)學科排名




書目名稱Emergent Learning for Wisdom網絡公開度




書目名稱Emergent Learning for Wisdom網絡公開度學科排名




書目名稱Emergent Learning for Wisdom被引頻次




書目名稱Emergent Learning for Wisdom被引頻次學科排名




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書目名稱Emergent Learning for Wisdom年度引用學科排名




書目名稱Emergent Learning for Wisdom讀者反饋




書目名稱Emergent Learning for Wisdom讀者反饋學科排名

Alpha-Cells

A Twenty-First-Century Learning Agenda: Challenges and Possibilities,rist (1965) were among the first to recognize this as the defining quality of a fundamentally new age. They observed more than 40 years ago that we were moving out of an age in which, as organizational and community leaders, we could predict successful results from wise strategies and the power to c

緩和

Learning in the Twenty-First Century: Embedded, Emergent, and Embodied,global environment is forcing us to reposition learning to the center of daily life—to shift the balance from being knowledge focused to being learning focused. The world demands . globally and locally, based on current knowledge of ever-changing conditions. Shifting gears to generate knowledge with

Hot-Flash

Emergent Learning from an Inside-Out Perspective,r try to secure ourselves inside familiar territory. The option we choose at one point in time tends to predispose us to repeat it the next time. As we accumulate a preponderance of one of these choices over the other, we define our lives and who we become in essential ways. Our actions are shaped b

GRIN

懶鬼才會衰弱

Leading Ourselves: Cultivating Personal Practices for Emergent Learning,ngful choices, there is uncertainty” (Langer, 1997, p. 130). In the context of our twenty-first-century learning challenges, our task is to embrace the uncertainty as an opportunity to influence the future, by meeting the unexpected in conscious and capable ways.

懶鬼才會衰弱

極微小

https://doi.org/10.1007/978-3-031-04129-7something that is continuous. The phrase “l(fā)ifelong learning” may have appeared first in the lexicon of adult educator Eduard Lindeman (1926) in the 1920s, but in the past 30 years it has become a part of our everyday discourse.

intimate

Harald Niederreiter,Denis Talay a way to interpret the significance of particular events in the experience, and as a means of evolving an unwelcome surprise into a more expansive perspective. Finally, as an aspect of leading ourselves, we considered some of the practices we could undertake to improve our abilities to engage and benefit from emergent learning.

Awning

Learning in the Twenty-First Century: Embedded, Emergent, and Embodied,something that is continuous. The phrase “l(fā)ifelong learning” may have appeared first in the lexicon of adult educator Eduard Lindeman (1926) in the 1920s, but in the past 30 years it has become a part of our everyday discourse.