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Author: Michael Baers
Publisher:
ISBN: 9789492811387
Category : Photography, Artistic
Languages : en
Pages : 521
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Book Description
This book is the result of Jeff Weber's long-term project as Kunsthalle Leipzig, an institution which worked as an extension of his photographic practice and functioned as a conceptual frame to invite others to actively participate. His sequence of images documenting the renovation of the Leipzig apartments reflects the wish for a place created with a minimum of means and invested with freedom. Light seems to become a physical object in Weber's pictures, 'yet the quality of grey tones is mysterious,' writes Robert Beavers. Besides many photos and posters from the Kunsthalle, the book includes a critical text by Michael Baers and a conversation with the artist and Marie-France Rafael.
Author: Michael Baers
Publisher:
ISBN: 9789492811387
Category : Photography, Artistic
Languages : en
Pages : 521
Get Book Here
Book Description
This book is the result of Jeff Weber's long-term project as Kunsthalle Leipzig, an institution which worked as an extension of his photographic practice and functioned as a conceptual frame to invite others to actively participate. His sequence of images documenting the renovation of the Leipzig apartments reflects the wish for a place created with a minimum of means and invested with freedom. Light seems to become a physical object in Weber's pictures, 'yet the quality of grey tones is mysterious,' writes Robert Beavers. Besides many photos and posters from the Kunsthalle, the book includes a critical text by Michael Baers and a conversation with the artist and Marie-France Rafael.
Author: Barbara K. Hofer
Publisher: Routledge
ISBN: 113660863X
Category : Education
Languages : en
Pages : 429
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Book Description
This is the first book to provide a comprehensive overview of the theoretical and methodological approaches to the study of personal epistemology from a psychological and educational perspective. Both theory building and empirical research have grown dramatically in the past decade but, until now, this work has not been pulled together in a single volume. That is the mission of this volume whose state-of-the-art theory and research are likely to define the field for the next 20 years. Key features of this important new book include: *Pioneering Contributors--The book provides current perspectives of each of the major theoreticians and researchers who pioneered this growing field, as well as contributions from new researchers. *Diverse Perspectives--The contributors represent a variety of perspectives, including education, educational psychology, developmental psychology, higher education, and science and mathematics education. *Editorial Integration--Opening and closing chapters by the editors set out key issues confronting the field.
Author: Luke Carson
Publisher: Routledge
ISBN: 135102728X
Category : Education
Languages : en
Pages : 172
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Book Description
What happens when teachers are removed from the equation, when we learn by ourselves or with peers? Increasingly rapid change is part of our world today and tomorrow. The need to learn and to adapt is now lifelong and ubiquitous. But are educators and educational institutions preparing today’s students for this reality? Educators and institutions choose pedagogic models, design curricula and provide instruction. However, this does not mirror the learning environments that we inhabit outside of formal education, nor does it reflect all our learning time during formal education. This text provides a data-driven picture of the independent learning experience – what occurs in the minds of learners as they negotiate learning tasks without (or with less) guidance and instruction. Cognition, distraction, embodied experience, emotion, and metacognition are central to this learning. Drawing on new empirical data, this volume focuses on university-aged learners. These are the learners who have been through our formal educational systems. Do they learn well in independent settings? Have they been prepared for this? Through an explication of this experience, this volume makes a case for how we can better prepare them for the demands of current and future learning.
Author: Myint Swe Khine
Publisher: Springer Science & Business Media
ISBN: 1402065965
Category : Psychology
Languages : en
Pages : 473
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Book Description
Bringing together prominent educators and researchers, this book focuses on conceptual and methodological issues relevant to the nature of knowledge and learning. It offers a state-of-the-art theoretical understanding of epistemological beliefs from both educational and psychological perspectives. Readers discover recent advances in conceptualization and epistemological studies across diverse cultures. This is an unbeatable resource for academics and researchers alike.
Author: Lisa D. Bendixen
Publisher: Cambridge University Press
ISBN: 0521883555
Category : Education
Languages : en
Pages : 617
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Book Description
This book presents theoretical and empirical work pertaining to personal epistemology in the classroom and consider its broader educational implications.
Author: Alvin I. Goldman
Publisher: Harvard University Press
ISBN: 9780674258969
Category : Philosophy
Languages : en
Pages : 456
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Book Description
Against the traditional view, Alvin Goldman argues that logic, probability theory, and linguistic analysis cannot by themselves delineate principles of rationality or justified belief. The mind's operations must be taken into account.
Author: Jason S. Baehr
Publisher: Oxford University Press, USA
ISBN: 019960407X
Category : Philosophy
Languages : en
Pages : 250
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Book Description
Jason Baehr presents a new theory of 'responsibilist' or character-based virtue-epistemology -- an approach in which intellectual character traits are given a central and fundamental role. He examines the nature and structure of an intellectual virtue and accounts for the role of reflection on intellectual virtues in epistemology.
Author: Jo Brownlee
Publisher: Routledge
ISBN: 1136656596
Category : Education
Languages : en
Pages : 302
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Book Description
Personal Epistemology and Teacher Education, edited by Joanne Brownlee, Gregg Schraw and Donna Berthelsen, provides an international perspective on teachers’ personal epistemology, or beliefs about the nature of knowledge and knowing. Research from The Netherlands, Cyprus, Australia, United States, Canada, Norway, and Taiwan is presented to provide diverse viewpoints on personal epistemology for early childhood, primary, secondary and tertiary teaching contexts. The text provides a platform for cutting-edge theory and research about how personal epistemology can be applied to the context of teacher education, thereby making explicit the connection between personal epistemology and teaching and students’ learning outcomes. Topics include: Cultural differences in teacher epistemology and the impact on students’ learning Teachers’ epistemological beliefs and inclusion Teachers’ epistemology and reading lessons, citizenship education, and teaching science Epistemology in a social context Teachers’ epistemological beliefs and student autonomy Teacher education and analysis of preservice and practicing teachers Implications of teachers’ epistemological beliefs Connections to future practice Teacher education and teacher behaviours are fore-grounded across the topics, with an emphasis on the origin and composition of teachers’ epistemological beliefs and how universities motivate change through formal teacher education. Teaching behaviours are discussed in relation to how teachers’ beliefs are related to the curricular and pedagogical choices that they make in their classrooms, assessment of learning outcomes, and classroom management practices.
Author: Gregory Schraw
Publisher: IAP
ISBN: 1681239507
Category : Education
Languages : en
Pages : 447
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Book Description
The focus of this book is to explore teachers’ evolving personal epistemologies, or the beliefs we hold about the origin and development of knowledge in the context of teaching. The chapters focus on a range of conceptual frameworks about how university and field?based experiences influence the connections between teachers’ personal epistemologies and teaching practice. In an earlier volume we investigated preservice and inservice teachers’ beliefs and teaching practices (Brownlee, Schraw and Berthelsen, 2011). While we addressed the nature of teachers’ personal epistemologies, learning and teaching practices, and approaches for changing beliefs throughout teacher education programs, the volume did not address conceptual frameworks for the development of teacher’s personal epistemologies. To address this gap, the book is focused on teacher educators, teachers and teacher education programmers in universities with an overall aim of highlighting how we might support preservice teachers’ involvement in learning that is challenging and inservice teachers’ engagement in professional experiences that promote changes in teaching practice. We argue that teachers need to be encouraged to question their beliefs and develop increasingly sophisticated beliefs about their knowledge and their students’ knowledge that facilitate learning and intellectual growth.
Author: Christina Toren
Publisher: Berghahn Books
ISBN: 0857455168
Category : Social Science
Languages : en
Pages : 228
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Book Description
Epistemology poses particular problems for anthropologists whose task it is to understand manifold ways of being human. Through their work, anthropologists often encounter people whose ideas concerning the nature and foundations of knowledge are at odds with their own. Going right to the heart of anthropological theory and method, this volume discusses issues that have vexed practicing anthropologists for a long time. The authors are by no means in agreement with one another as to where the answers might lie. Some are primarily concerned with the clarity and theoretical utility of analytical categories across disciplines; others are more inclined to push ethnographic analysis to its limits in an effort to demonstrate what kind of sense it can make. All are aware of the much-wanted differences that good ethnography can make in explaining the human sciences and philosophy. The contributors show a continued commitment to ethnography as a profoundly radical intellectual endeavor that goes to the very roots of inquiry into what it is to be human, and, to anthropology as a comparative project that should be central to any attempt to understand who we are.
