Learning Beyond the Objective in Primary Education
Philosophical Perspectives from Theory and Practice
Seiten
2019
Routledge (Verlag)
978-0-367-19236-5 (ISBN)
Routledge (Verlag)
978-0-367-19236-5 (ISBN)
Learning Beyond the Objective in Primary Education explores an existential perspective for pedagogy in response to the current technocratic paradigm of education prevalent in many countries worldwide.
Learning Beyond the Objective in Primary Education explores an existential perspective for pedagogy proposed in response to the current technocratic paradigm of education prevalent in many countries worldwide. This new perspective is termed ‘Bildung’s Repetition.’ The book seeks to encourage policy makers and educational practitioners to consider the impact of education on children, over and above the meeting of set targets and objectives.
Located in a philosophical framework, this book considers how children might learn authentically in the light of their own personal contingency. A series of case studies reflecting the effectiveness of this perspective through the curriculum is provided, each illustrating how ‘Bildung’s Repetition’ allows for personalized meaningful learning within current structures. Recommendations for practice are provided, encouraging all stakeholders in education to consider the value of this perspective, and effect a ‘ten-degree shift’ within educational thought.
This unique book fuses theory with practice, and will be of great interest to academics, researchers and students in the fields of primary education and teacher training. It will also be of interest to school leaders and practicing teachers.
Learning Beyond the Objective in Primary Education explores an existential perspective for pedagogy proposed in response to the current technocratic paradigm of education prevalent in many countries worldwide. This new perspective is termed ‘Bildung’s Repetition.’ The book seeks to encourage policy makers and educational practitioners to consider the impact of education on children, over and above the meeting of set targets and objectives.
Located in a philosophical framework, this book considers how children might learn authentically in the light of their own personal contingency. A series of case studies reflecting the effectiveness of this perspective through the curriculum is provided, each illustrating how ‘Bildung’s Repetition’ allows for personalized meaningful learning within current structures. Recommendations for practice are provided, encouraging all stakeholders in education to consider the value of this perspective, and effect a ‘ten-degree shift’ within educational thought.
This unique book fuses theory with practice, and will be of great interest to academics, researchers and students in the fields of primary education and teacher training. It will also be of interest to school leaders and practicing teachers.
Ruth Wills is a part-time teacher in a primary school, an associate lecturer at Liverpool Hope University and a foster carer.
Introduction
Chapter One: An overview of educational policy and practice
Chapter Two: Being and Other
Chapter Three: Bildung’s Repetition
Chapter Four: An existential perspective for the Curriculum
Chapter Five: Recommendations for policy and practice
| Erscheinungsdatum | 03.07.2019 |
|---|---|
| Verlagsort | London |
| Sprache | englisch |
| Maße | 138 x 216 mm |
| Gewicht | 249 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| ISBN-10 | 0-367-19236-5 / 0367192365 |
| ISBN-13 | 978-0-367-19236-5 / 9780367192365 |
| Zustand | Neuware |
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