Titlebook: Making Sense of Education; Fifteen Contemporary Gert J.J. Biesta Book 2012 Springer Science+Business Media Dordrecht 2012 educational philo

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怕失去錢(qián)

能得到

STAT

Two Educational Ideas for 2011 and Beyond,nt. Because of this fact, it is time to reconsider what the teacher does, and whether the aim of clear communication by the teacher can, or should, be an educational goal. I argue that clear communication can no longer be embraced. Instead I offer two new educational ideas for 2011 and beyond. One i

聽(tīng)寫(xiě)

On the Essence of Education,tion is the limits of its improvement. Education is understood as the artificial extension of human ability to learn, as the product of learner’s own efforts, and finally, as a series of historic forms of labor arrangements.

Erythropoietin

Serenity

泥土謙卑

,Experimentum Scholae: The World Once More … But Not (Yet) Finished,, a time of delivery to the experience of the world, of exposure and effacing social subjectivities and orientations, a time filled with encounters. Education, then, relates to forms of profanation, suspension and attention and can be articulated as the art (the doing) and technology that makes scholè happen.

諂媚于性

What I Talk About When I Talk About Teaching and Learning,s about learning ethics as a consequence of meeting an old man on a remote island and the second story is about teaching, when a young girl in a situation of war taught me something important about political life. In a final section I discuss briefly what those theoretical/practical experiences and memories bring to my understanding of education.

Fecal-Impaction

Exercising Theory: A Perspective on its Practice,tional) experience. Thus, the activity that educational theorists are to perform is the critical reflection of the “l(fā)imits of our world” by drawing on philosophical references and theories. In this text I describe this activity drawing from my own research practice with a particular focus on its relation to what is called thinking.