Making Education Educational: A Reflexive Approach to Teaching: 12 (Contemporary Philosophies and Theories in Education, 12) - Image 1

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Springer Making Education Educational: A Reflexive Approach to Teaching: 12 (Contemporary Philosophies and Theories in Education, 12)

Name: Making Education Educational: A Reflexive Approach to Teaching: 12 (Contemporary Philosophies and Theories in Education, 12)
Brand: Springer
Price: 81.56 GBP
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Education

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This 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. From the Back Cover This 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.

Product Specifications

Brand: Springer
Format: hardcover
ASIN: 3030270750
Category: Books > Subjects > Science, Nature & Maths > Education
Domain: Amazon UK
Release Date: 08 October 2019
Listed Since: 27 June 2019

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Springer Making Education Educational: A Reflexive Approach to Teaching: 12 (Contemporary Philosophies and Theories in Education, 12)

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Springer Making Education Educational: A Reflexive Approach to Teaching: 12 (Contemporary Philosophies and Theories in Education, 12)

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