000 04035nam a22005055i 4500
999 _c98142
_d98142
001 978-3-319-76920-2
003 DE-He213
005 20191024184420.0
007 cr nn 008mamaa
008 180530s2018 gw | s |||| 0|eng d
020 _a9783319769202
024 7 _a10.1007/978-3-319-76920-2
_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 _aLaboratory for Education and Society.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aSketching a Place for Education in Times of Learning
_h[electronic resource] /
_cby Laboratory for Education and Society.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2018.
300 _aVIII, 111 p. 10 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 ;
_v10
505 0 _a1. Introduction: De-framing the Sketches -- 2. Education or Learning?- 3. Educational Gatherings -- 4. Educational Spaces and Places -- 5. Educational Tools.
520 _aThis book explores how traditional institutions of education are affected by the current discourse and practices of ‘learning’; and more specifically, how the evolution towards so-called ‘learning environments’ affects the kind of gathering or association that is staged and configured within families, schools and universities. In addition, it addresses the question of how to articulate what is educational in the context of ‘making’ family, school or university, and to what extent this making is always also a public act. The aim is to approach and investigate family, school and university as educational practices, to focus on the forms of gatherings or associations that take shape within them, and to explore the public, but also possible ‘privatizing’ character of these aspects. The book presents a diverse range of sketches intended as preparatory study exercises. What they all share, despite the different hands and eyes, and the different sensitivities, is the attempt to figure out what education is all about. Three objectives can be distinguished for the sketches: a cartographic one (to map the discourse of learning but also the discursive and material arrangements of actual educational practices), a morphological one (to describe the educational forms of gathering) and a theoretical one (to bring educational issues into the discussion). The book’s overall aims are to re-establish ‘the educational’ as an issue; to make it visible, to give it shape, to give it a voice, and to make it a thing that can and should be discussed, thus establishing a point of departure for further inquiry and its (re)invention.
650 0 _aEducation
_xPhilosophy.
650 0 _aCritical Thinking.
650 1 4 _aEducational Philosophy.
_0http://scigraph.springernature.com/things/product-market-codes/O38000
650 2 4 _aTeaching and Teacher Education.
_0http://scigraph.springernature.com/things/product-market-codes/O31000
650 2 4 _aLearning & Instruction.
_0http://scigraph.springernature.com/things/product-market-codes/O22000
650 2 4 _aEducational Policy and Politics.
_0http://scigraph.springernature.com/things/product-market-codes/O19000
650 2 4 _aCritical Thinking.
_0http://scigraph.springernature.com/things/product-market-codes/O53030
710 2 _aSpringerLink (Online service)
776 0 8 _iPrinted edition:
_z9783319769196
776 0 8 _iPrinted edition:
_z9783319769219
776 0 8 _iPrinted edition:
_z9783030083250
830 0 _aContemporary Philosophies and Theories in Education,
_x2214-9759 ;
_v10
856 4 0 _uhttps://doi.org/10.1007/978-3-319-76920-2
_yElectronic version-Цахим хувилбар
942 _2ddc
_cEBOOK