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020 _a9783030270766
024 7 _a10.1007/978-3-030-27076-6
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNA
_2bicssc
072 7 _aEDU040000
_2bisacsh
072 7 _aJNA
_2thema
082 0 4 _a370.1
_223
100 1 _aHoveid, Halvor.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aMaking Education Educational
_h[electronic resource] :
_bA Reflexive Approach to Teaching /
_cby Halvor Hoveid, Marit Honerød Hoveid.
250 _a1st ed. 2019.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2019.
300 _aXVI, 197 p. 1 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aContemporary Philosophies and Theories in Education,
_x2214-9759 ;
_v12
505 0 _aForeword -- preface -- Introduction -- 1. Teaching -- 2. Teaching a Reflexive Approach -- 3. Teaching and Epistemology -- 4. Teaching - Between Attention and Delivery -- 5. Teaching Towards Equity - Listening and Reading -- 6. Education - An Institutionalisation of Teaching -- 7. Education - Coordination of Action - Mutual Recognition.
520 _aThis book is an argument for reflexivity in the act of teaching, which means to acknowledge that intention guides the act of teaching. Teaching must create attention towards processes of collectivity in the classroom. Today, teaching is both acts of expressing knowledge and acts of securing justice to all students through a mediation of knowledge. Teaching therefore expresses both knowledge with reference to school subjects, and justice according to the distribution of this knowledge. The authors argue for teaching as the driver of education. To pay attention to teaching is to pay attention to that which is inside the system of education. To consider education as a mediation of knowledge between generations, places teaching as an act of performing the content of education, in a class in a school. The complexity of these processes is easily overlooked when education is used as a means in competitive economies. The approach taken in this text is that deliberations about teaching must be based on historicity. The support for this argument builds on a reading of the French philosopher Paul Ricoeur. The book addresses teaching as an integral part of the learning process. In education today, everything seems to be concentrated around learning, as if teaching no longer takes place. Teachers and teacher educators need a language to discuss and understand teaching, both as personal and institutional actions. A Ricoeurian approach to a discussion on teaching as a reflexive and institutional practice, provides a timely approach to important questions related to teaching in our day and age.
650 0 _aEducation—Philosophy.
650 0 _aTeaching.
650 0 _aPhilosophy and social sciences.
650 0 _aEducation—History.
650 1 4 _aEducational Philosophy.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O38000
650 2 4 _aTeaching and Teacher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O31000
650 2 4 _aPhilosophy of Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/E25000
650 2 4 _aHistory of Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O44000
700 1 _aHoveid, Marit Honerød.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030270759
776 0 8 _iPrinted edition:
_z9783030270773
776 0 8 _iPrinted edition:
_z9783030270780
830 0 _aContemporary Philosophies and Theories in Education,
_x2214-9759 ;
_v12
856 4 0 _uhttps://doi.org/10.1007/978-3-030-27076-6
942 _2ddc
_cEBOOK