000 | 03328nam a22005055i 4500 | ||
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001 | 978-3-030-51060-2 | ||
003 | DE-He213 | ||
005 | 20210227012033.0 | ||
007 | cr nn 008mamaa | ||
008 | 200915s2020 gw | s |||| 0|eng d | ||
020 | _a9783030510602 | ||
024 | 7 |
_a10.1007/978-3-030-51060-2 _2doi |
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040 | _cМУБИС | ||
050 | 4 | _aLC8-6691 | |
072 | 7 |
_aJNA _2bicssc |
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_aEDU040000 _2bisacsh |
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_aJNA _2thema |
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_a370.1 _223 |
100 | 1 |
_aAlerby, Eva. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut |
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245 | 1 | 0 |
_aSilence within and beyond Pedagogical Settings _h[electronic resource] / _cby Eva Alerby. |
250 | _a1st ed. 2020. | ||
264 | 1 |
_aCham : _bSpringer International Publishing : _bImprint: Palgrave Pivot, _c2020. |
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300 |
_aXVII, 103 p. 9 illus., 7 illus. in color. _bonline resource. |
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336 |
_atext _btxt _2rdacontent |
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337 |
_acomputer _bc _2rdamedia |
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338 |
_aonline resource _bcr _2rdacarrier |
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_atext file _bPDF _2rda |
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505 | 0 | _aPart I. Silence in the Light of Theoretical Reflections -- Chapter 1. Speaking Silence—the Different Aspects of Silence -- Chapter 2. Silence and the Arts -- Chapter 3. What Is Heard in Silence? Or the Art of Listening -- Chapter 4. The Significance of Silence in Pedagogical Settings -- Part II. Considerations of Silence in Day-to-Day Life at School—Some Experiences from Students -- Chapter 5. The Value of a Quiet Place in School -- Chapter 6. Silent Communication—or ‘Taxi Hell’ -- Part III. The Art of Appreciating Silence -- Chapter 7. Closing Thoughts on Silence and Pedagogy. . | |
520 | _aThis book explores the significance of silence within and beyond pedagogical contexts. Silence is a complex and multidimensional phenomenon for everyday life: since schools mirror society, it is also significant in education. While silence can be experienced in a multitude of different ways, the author reflects on whether silence itself can bear a message: is there an aspect of dialogue in silence, or is it a language all of its own? This book examines a variety of silences essential for education, examining such topics as silence and aspects of power, silent students, and the relationship between listening and silence. Drawing on a range of empirical data, the author elucidates the significance of silence in pedagogical contexts. Eva Alerby is Professor at Luleå University of Technology, Sweden. . | ||
650 | 0 | _aEducation—Philosophy. | |
650 | 0 | _aPhilosophy and social sciences. | |
650 | 0 | _aSchools. | |
650 | 1 | 4 |
_aEducational Philosophy. _0https://scigraph.springernature.com/ontologies/product-market-codes/O38000 |
650 | 2 | 4 |
_aPhilosophy of Education. _0https://scigraph.springernature.com/ontologies/product-market-codes/E25000 |
650 | 2 | 4 |
_aSchools and Schooling. _0https://scigraph.springernature.com/ontologies/product-market-codes/O52000 |
710 | 2 | _aSpringerLink (Online service) | |
773 | 0 | _tSpringer Nature eBook | |
776 | 0 | 8 |
_iPrinted edition: _z9783030510596 |
776 | 0 | 8 |
_iPrinted edition: _z9783030510619 |
776 | 0 | 8 |
_iPrinted edition: _z9783030510626 |
856 | 4 | 0 | _uhttps://doi.org/10.1007/978-3-030-51060-2 |
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