Imagined Truths (Record no. 109706)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 03793nam a22003975i 4500 |
| 001 - CONTROL NUMBER | |
| control field | 978-94-6091-663-2 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | DE-He213 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20140220083837.0 |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr nn 008mamaa |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 120118s2011 ne | s |||| 0|eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9789460916632 |
| -- | 978-94-6091-663-2 |
| 024 7# - OTHER STANDARD IDENTIFIER | |
| Standard number or code | 10.1007/978-94-6091-663-2 |
| Source of number or code | doi |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LB1024.2-1050.75 |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LB1705-2286 |
| 072 #7 - SUBJECT CATEGORY CODE | |
| Subject category code | JNMT |
| Source | bicssc |
| 072 #7 - SUBJECT CATEGORY CODE | |
| Subject category code | EDU046000 |
| Source | bisacsh |
| 072 #7 - SUBJECT CATEGORY CODE | |
| Subject category code | EDU024000 |
| Source | bisacsh |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 370.711 |
| Edition number | 23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Griffith, Bryant. |
| Relator term | editor. |
| 245 10 - TITLE STATEMENT | |
| Title | Imagined Truths |
| Medium | [electronic resource] / |
| Statement of responsibility, etc | edited by Bryant Griffith. |
| 264 #1 - | |
| -- | Rotterdam : |
| -- | SensePublishers, |
| -- | 2011. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | V, 95p. |
| Other physical details | online resource. |
| 336 ## - | |
| -- | text |
| -- | txt |
| -- | rdacontent |
| 337 ## - | |
| -- | computer |
| -- | c |
| -- | rdamedia |
| 338 ## - | |
| -- | online resource |
| -- | cr |
| -- | rdacarrier |
| 347 ## - | |
| -- | text file |
| -- | |
| -- | rda |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Education is often envisioned as a linear, one-way, cause-and-effect process, with teaching as the cause, learning as the effect. But the relationships are less tidy, less passive, and more cyclical than that. There is a continuous cycle of inquiry, discovery, and integration, leading to further inquiry. Technology facilitates the exchange of information, not just teacher to student, but student to teacher, and student to student. The result is that the nature of the development of learning, knowledge, and even wisdom becomes more transparent. This presents challenges of method and identity for the teacher, but more importantly, it enforces a sense among students of their critical investment in their own education. Teachers and learners need to contemplate why and how they construct knowledge. An essential part of this reflection is questioning the premises that govern our views of the world, as well as the premises of what is presented as knowledge. This demands a new epistemology, and requires that teachers change their conceptual structures and recognize that all theories of knowledge are not founded solely on formal logic using uninterpreted experience as data. Moreover, it demands that new models be considered as ways of making sense and of understanding. As teachers, we realize that learning how to cope with changes of this magnitude requires leadership where relationships are crucial. The rapidly emerging significance of social networks is reshaping our world, a world that isn’t flat but where spiky concentrations of people work together to make things happen creatively. It is more the case that the education we need to provide is to solve problems we can’t conceive. Our cultural narratives, when freed of the bounds of instrumental learning, become powerful tools for an emerging world where questions and answers are not simple, cause and effect equations. Yes, the teacher is a facilitator, but one with the mastery of sufficient material to be able to paint numerous contexts for the learner. We need to be open, attentive, and anticipatory to that which may surprise us, to that which we will not expect. The shape of past knowledge can be discovered by reflecting on the ways in which we make decisions and by asking why questions. These questions frame intentions and focus on the specific process of knowing why and how ideas have changed from the past to the present. By placing the self in the middle, this process becomes a trialectic of relational thought which in turns becomes the dialectic of learning. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Education. |
| 650 14 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Education. |
| 650 24 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Teaching and Teacher Education. |
| 710 2# - ADDED ENTRY--CORPORATE NAME | |
| Corporate name or jurisdiction name as entry element | SpringerLink (Online service) |
| 773 0# - HOST ITEM ENTRY | |
| Title | Springer eBooks |
| 856 40 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | http://dx.doi.org/10.1007/978-94-6091-663-2 |
| 912 ## - | |
| -- | ZDB-2-SHU |
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