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| 001 | 978-84-6209-194-8 | ||
| 003 | DE-He213 | ||
| 005 | 20140220082929.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 130220s2013 ne | s |||| 0|eng d | ||
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_a9788462091948 _9978-84-6209-194-8 |
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_a10.1007/978-84-6209-194-8 _2doi |
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_aJN _2bicssc |
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_aEDU000000 _2bisacsh |
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_a370 _223 |
| 100 | 1 |
_aSaeverot, Herner. _eauthor. |
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| 245 | 1 | 0 |
_aIndirect Pedagogy _h[electronic resource] : _bSome Lessons in Existential Education / _cby Herner Saeverot. |
| 264 | 1 |
_aRotterdam : _bSensePublishers : _bImprint: SensePublishers, _c2013. |
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| 300 | _bonline resource. | ||
| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 347 |
_atext file _bPDF _2rda |
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| 490 | 1 |
_aEducational Futures, Rethinking Theory and Practice ; _v58 |
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| 520 | _aWhile existential issues perhaps concern people the most, today’s education is not as preoccupied with such issues. Instead, education is becoming more uniform and streamlined; more and more one-sidedly directed towards what is useful. The purpose of this book is to focus on education’s existential dimension. Such a focus requires at least three things. Firstly, we need to justify why it is necessary to reconnect with existentialism in education. Secondly, we need to undergo an examination of the quality of existential education, so that we can have a basis as to what kind of educational interests teachers should have. Thirdly, we need to gain knowledge about how teachers may teach in light of existential matters. However, to teach in light of existence is highly paradoxical in that existence cannot be forced on someone, but is rather a subjective matter. Teaching which is non-ironical or too direct can thus be very problematic concerning existential issues. The reason being that there is no objective truth in terms of existence. There is only a matter of subjective or existential truth, which is only true for the single individual. Therefore, the book suggests that the approach teachers’ take must be discrete and indirect so as to create room for students to take responsibility for their subjective truth. Such an indirect pedagogy is not a programme, but rather a form of existential education. The overall aim of the book is, by way of introducing and developing the concept of indirect pedagogy, to extend and reinvent the language of teaching. | ||
| 650 | 0 | _aEducation. | |
| 650 | 1 | 4 | _aEducation. |
| 650 | 2 | 4 | _aEducation (general). |
| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer eBooks | |
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_aEducational Futures, Rethinking Theory and Practice ; _v58 |
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| 856 | 4 | 0 | _uhttp://dx.doi.org/10.1007/978-84-6209-194-8 |
| 912 | _aZDB-2-SHU | ||
| 999 |
_c99187 _d99187 |
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