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Autor/inHogan, Padraig
TitelThe new significance of learning.
Imagination's heartwork.
QuelleLondon u.a.: Routledge (2010), IX, 198 S.Verfügbarkeit 
BeigabenLiteraturangaben S. [189]-194
ZusatzinformationInhaltsverzeichnis
Spracheenglisch
Dokumenttypgedruckt; Monographie
ISBN0-415-54968-X; 978-0-203-86448-7; 978-0-415-54967-7; 978-0-415-54968-4
SchlagwörterKompetenz; Zukunftsorientierung; Pädagogischer Prozess; Bildungsforschung; Forschung; Bildungsgeschichte; Chancengleichheit; Kultureinfluss; Bildungspolitik; Lehrerausbildung; Lehrerrolle; Lernprozess; Curriculumentwicklung; Unterrichtsprozess; Ethik; Globalisierung; Praxis; Reform; Theorie; Tradition; Welt
Abstract[The book] draws on a wide range of insights from history, philosophy, literature and social sciences, in an accessible style. The author's analyses reveal a vacuity that lies at the heart of this renewed educational order, for all its conspicuous concern with excellence and its measurement. In response to this, the book seeks to uncover the eclipsed classical origins of education as a characteristic human undertaking with its own inherent purposes. The seminal power of these origins is revealed by aligning them with major contemporary insights, to elucidate a distinctly educational understanding of human understanding itself. The merits of such an understanding are explored in some detail, not least by reviewing some objections that might be brought against it. The book proposes a more original understanding of education as a practice, and a number of examples suggest the merits of seeing it as a form of imaginative heartwork. This 'heartwork' recognises the plurality of the human condition, but also emphasises the necessity to cultivate and sustain environments of learning which embody universally defensible practices. A central ethical orientation for educational practice thus emerges, which combines a commitment to progressive fluency with an educated sense of one's own ignorance, and, in turn, of the relative ignorance of humankind. Such an orientation identifies an overlooked significance for learning in an era where fundamentalisms have made headway internationally, not only in religion, but also in politics and in commerce. (DIPF/Orig.).
Erfasst vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update2010/3
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