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Author: Nuraan Davids
Publisher: Routledge
ISBN: 0429815034
Category : Education
Languages : en
Pages : 224
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Book Description
Teaching and Learning as a Pedagogic Pilgrimage is premised on an argument that if higher education is to remain responsive to a public good, then teaching and learning must be in a perpetual state of reflection and change. It argues in defence of teaching and learning as constitutive of a pedagogic pilgrimage and draws on a range of scholars and theories to explore concepts such as transcendental journeys, belief, hope and imagination. The main objective of the book is to show how teaching and learning ought to be reconsidered in relation to that which lies beyond the parameters of the encounters, as well as that which is intrinsic to the encounters. This book gives shape to rituals and routines of engagement and debate, before extending the limitations in deliberative pedagogic encounters to offer desirable outcomes in which both student and teacher can practice a spiritual take on teaching and learning along a continuum of ongoing action. Themes explored in the chapters include the following: Faith and deliberative encounters Post-human ethics of care in teaching and learning Diffracted teaching and learning This book will be of great interest to academics, researchers and post-graduate students in the fields of philosophy of education, and teaching and learning in the philosophy of education. It will also appeal to school and university educators, policymakers and prospective teachers.
Author: Nuraan Davids
Publisher: Routledge
ISBN: 0429815034
Category : Education
Languages : en
Pages : 224
Get Book Here
Book Description
Teaching and Learning as a Pedagogic Pilgrimage is premised on an argument that if higher education is to remain responsive to a public good, then teaching and learning must be in a perpetual state of reflection and change. It argues in defence of teaching and learning as constitutive of a pedagogic pilgrimage and draws on a range of scholars and theories to explore concepts such as transcendental journeys, belief, hope and imagination. The main objective of the book is to show how teaching and learning ought to be reconsidered in relation to that which lies beyond the parameters of the encounters, as well as that which is intrinsic to the encounters. This book gives shape to rituals and routines of engagement and debate, before extending the limitations in deliberative pedagogic encounters to offer desirable outcomes in which both student and teacher can practice a spiritual take on teaching and learning along a continuum of ongoing action. Themes explored in the chapters include the following: Faith and deliberative encounters Post-human ethics of care in teaching and learning Diffracted teaching and learning This book will be of great interest to academics, researchers and post-graduate students in the fields of philosophy of education, and teaching and learning in the philosophy of education. It will also appeal to school and university educators, policymakers and prospective teachers.
Author: Elizabeth Walton
Publisher: Springer Nature
ISBN: 3031127188
Category : Education
Languages : en
Pages : 215
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Book Description
This book reflects a range of pedagogical responses to increasingly complex educational contexts. It finds this complexity in the interplay of a number of factors, including the diverse histories and identities of educational actors; institutional and systemic demands and constraints; competing conceptions of valued knowledge; and technological change. The chapters show the demand for pedagogical response to unexpected and unprecedented events (like COVID-19) and the importance of addressing barriers to access that become sedimented into institutional cultures. The authors, mostly from Global South contexts, are concerned with enabling educational access and inclusion in the face of competing global and local demands. They present new knowledge about pedagogical approaches that are relevant and effective in uncertain times and challenging places. Together, the contributors offer accounts of hope-full and innovative practice and conceptually rigorous engagement with fundamental issues of learning and teaching.
Author:
Publisher: BRILL
ISBN: 9004464018
Category : Education
Languages : en
Pages : 255
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Book Description
This book enters the discourse of the scholarship of teaching and learning in higher education in Africa. The book provides critical insights comprising topical themes from transformation, citizenship and gender, researching to ethical perspectives of teaching and learning.
Author:
Publisher: BRILL
ISBN: 9004538356
Category : Education
Languages : en
Pages : 326
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Book Description
The ‘future of teaching’ represents a technological disruption of moral traditions of teaching and what teaching might become and is a serious concern for the current generation of philosophers in both China and the West.
Author: Nuraan Davids
Publisher: Springer Nature
ISBN: 9811603405
Category : Education
Languages : en
Pages : 169
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Book Description
This book argues for renewed understandings of academic activism, understandings that conceive of the ideas, arguments and scholarship of the academe as embedded within the practices of what the academy does. It examines why and how a renewed notion of academic activism informs a philosophy of higher education specifically in relation to teaching and learning. The book focuses on the theories and practices of teaching and learning, in particular how such pedagogical actions are guided by social, political and cultural influences outside of the university as a higher education institution. The authors advocate for a living philosophy of higher education that is commensurate with real actions and imaginary fictions of what constitutes higher education and what remains in becoming for the discourse. With a focus on South African social justice education, the book imagines pathways for academic activism to manifest in revolutionised pedagogical actions or actions that bring into contestation what already exists with the possibility for the cultivation of renewal.
Author: Nuraan Davids
Publisher: Springer Nature
ISBN: 3030300560
Category : Religion
Languages : en
Pages : 132
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Book Description
This book examines how democratic education is conceptualised by exploring understandings of emotions in learning. The authors argue that emotion is both an embodiment and enhancement of democratic education: that rationality and emotion are not separate entities, but exist on a continuum. While democratic education would not exist if it were incommensurate with reason, making judgements about the human condition could not happen without invoking emotion. Synthesising Muslim scholarship with the perspectives of the Western world, the book draws on scholars such as Ibn al-Arabi, Ibn Sina (Avicenna) and Fazlur Rahman to offer an enriched and expanded notion of democratic education. This engaging and reflective work will be of interest and value to students and scholars of educational philosophy and cultural studies.
Author: Thomas Peterson
Publisher: Routledge
ISBN: 1000497283
Category : Education
Languages : en
Pages : 192
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Book Description
Exploring the predicates of education from theoretical, practical and historical perspectives, this book revalorizes the central role of the humanities in the ethical and aesthetic formation of the individual. This book considers timely questions of process and epistemology in today’s academy. It examines the subject of learning as it arises in the individual, is defined by educators, and is conceived by society at large. In attempting to formulate a lingua franca for contemporary pedagogy, the book highlights the concrete activities of educators and students and the qualities that emerge in the educational process. By synthesizing the writings of educational theorists working in different fields—philosophy, psychology, anthropology and more—Epistemology and the Predicates of Education highlights the transformational nature of knowledge and its capacity to invigorate the student through the practice of self-inquiry. The analytical and focused research offered in Epistemology and the Predicates of Education will be of interest to researchers, academics and postgraduate students in the fields of philosophy of education and higher education.
Author: David G. Hebert
Publisher: Springer Nature
ISBN: 9819901391
Category : Education
Languages : en
Pages : 198
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Book Description
This book introduces the educational philosophies of notable African and Asian thinkers who tend to be little recognized in Europe and North America. It offers specific resources for diversification of higher education curricula. The book expands the philosophy of education, in clear language, to include ideas of major non-western educational thinkers who are little discussed in previous publications. It includes critical analysis of non-western concepts and consideration of their relevance to schools worldwide. The book features discussions of how the work of Tagore and postcolonial thinkers offers diverse visions that increasingly inspire a decolonizing approach to education. This book offers a unique emphasis on how a decolonized philosophy of education can especially enable a rethinking of approaches to education in arts and humanities subjects.
Author: Julian Culp
Publisher: Routledge
ISBN: 0429640692
Category : Education
Languages : en
Pages : 351
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Book Description
Due to the economic and social effects of globalization democracy is currently in crisis in many states around the world. This book suggests that solving this crisis requires rethinking democratic education. It argues that educational public policy must cultivate democratic relationships not only within but also across and between states, and that such policy must empower citizens to exercise democratic control in domestic as well as in inter- and transnational politics. Democratic Education in a Globalized World articulates and defends democratic conceptions of global citizenship education and educational justice on the basis of a democratic understanding of global justice. It will be of interest to researchers across the fields of education, political theory, philosophy, development and postcolonial studies.
Author: Ilham Nasser
Publisher: Indiana University Press
ISBN: 0253063817
Category : Education
Languages : en
Pages : 213
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Book Description
Hope is a complex concept—one academics use to accept the unknown while also expressing optimism. However, it can also be an action-oriented framework with measurable outcomes. In Education Transformation in Muslim Societies, scholars from around the world offer a wealth of perspectives for incorporating hope in the education of students from kindergarten through university to stimulate change, dialogue, and transformation in their communities. For instance, though progress has been made in Muslim societies on early education and girls' enrollment, it is not well documented. By examining effective educational initiatives and analyzing how they work, educators, policymakers, and government officials can create a catalyst for positive educational reform and transformation. Adopting strength-based educational discourse, contributors to Education Transformation in Muslim Societies reveal how critical the whole-person approach is for enriching the brain and the spirit and instilling hope back into the teaching and learning spaces of many Muslim societies and communities. Education Transformation in Muslim Societies is a copub with the International Institute of Islamic Thought.
