000 04369nam a22005535i 4500
001 978-981-15-4144-5
003 DE-He213
005 20210304025947.0
007 cr nn 008mamaa
008 200417s2020 si | s |||| 0|eng d
020 _a9789811541445
024 7 _a10.1007/978-981-15-4144-5
_2doi
040 _cМУБИС
050 4 _aLB2300-2799.3
072 7 _aJNM
_2bicssc
072 7 _aEDU015000
_2bisacsh
072 7 _aJNM
_2thema
082 0 4 _a378
_223
100 1 _aGlassner, Amnon.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aExploring Heutagogy in Higher Education
_h[electronic resource] :
_bAcademia Meets the Zeitgeist /
_cby Amnon Glassner, Shlomo Back.
250 _a1st ed. 2020.
264 1 _aSingapore :
_bSpringer Singapore :
_bImprint: Springer,
_c2020.
300 _aXXI, 210 p. 2 illus., 1 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _a1 Introduction - Heutagogy: What it means and why it is needed -- Part I Points of departure -- 2 Philosophical Roots -- 3 Connectivism: Networks, knowledge and learning -- 4 Psychological and sociological aspects of Heutagogy -- 5 Three "Gogies": Pedagogy, Andragogy, Heutagogy -- 6 The Philosophy of Heutagogy -- 7 Pioneers of heutagogy -- Part II The Journey: The case studies -- 8 Methodology -- 9 Case one: Cognition and Education -- 10 Youth cultures -- 11 Phronesis in Education -- 12 Ethics in Education -- 13 Philosophy of Early Childhood Education -- 14 Discussion of the case studies -- Part III Temporary Pier -- 15 Toward a paradigm change: Building a culture of heutagogy -- 16 Heutagogy versus other experience of self-determined learning -- 17 What's next?.
520 _aThis book explores heutagogy (self-determined learning) - a new approach to teaching and learning in higher education - and proposes a paradigm shift in teaching, learning, and the educational enterprise and ecosystem. The first part of the book presents the philosophical, psychological and sociological foundations of heutagogy, and describes lessons learned from prior experiences of its implementation. The second part presents a collaborative self-study of five heutagogy courses in higher education. The third discusses how the academic community can enhance the paradigm change, and compares heutagogy to similar academic approaches. The concluding chapter of the book explores the question of “what next”? and suggests some possible elaborations of heutagogy. “At the beginning, it was very difficult for me to appreciate the course’s mode of learning. All my life I had learned in a traditional manner. Occasionally I felt that I was being thrown into deep water without a lifeguard. … But as the course progressed, I succeeded in letting go of my deeply rooted habits and discovered a new learning approach, through which I found in myself a new learner…” (Student’s reflection) “...this book suggests a novel approach to learning and education and will become a widely read one.” Dr. Lisa Marie Blaschke, Carl von Ossietzky University of Oldenburg.
650 0 _aHigher education.
650 0 _aEducation—Philosophy.
650 0 _aLearning.
650 0 _aInstruction.
650 0 _aPhilosophy and social sciences.
650 1 4 _aHigher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O36000
650 2 4 _aEducational Philosophy.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O38000
650 2 4 _aLearning & Instruction.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O22000
650 2 4 _aPhilosophy of Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/E25000
700 1 _aBack, Shlomo.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9789811541438
776 0 8 _iPrinted edition:
_z9789811541452
776 0 8 _iPrinted edition:
_z9789811541469
856 4 0 _uhttps://doi.org/10.1007/978-981-15-4144-5
942 _2ddc
_cEBOOK
999 _c102475
_d102475