Titlebook: Exploring Heutagogy in Higher Education; Academia Meets the Z Amnon Glassner,Shlomo Back Book 2020 Springer Nature Singapore Pte Ltd. 2020

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種類

Higher Education for Sustainability This examination concerns two issues: the epistemological justification of heutagogy and its humanistic perspective. Following Hase and Kenyon (., .), we discuss three epistemological paradigms: empiricism, rationalism, and constructivism. Hase and Kenyon consistently reject the first. In their 200

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Higher Education for Sustainable Developmentthree basic human needs as the driving forces of learning: the need for a sense of competence, the need for a sense of autonomy, and the need for a sense of relatedness. Then we discuss Ranciere’s circle-power problem, which focuses on emancipation and equality. We conclude by discussing the democra

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遷移

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https://doi.org/10.1007/978-94-6209-746-9e of education. The ongoing process is a heutagogical one, dealing with theoretical and practical aspects of heutagogy and its applications. The chapter describes the community’s discussions and examines the professional development of its participants. The second part of this chapter presents a pos

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指耕作

Higher Education for SustainabilityConnectivism is a new paradigm of learning adapted to the networked world we live in. In this chapter we explore this paradigm as developed by Siemens and Downes and critically discuss its essence of knowledge and learning.

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Jianmin Gu,Xueping Li,Lihua WangThis chapter presents three examples of heutagogy pioneers. The first is an ancient example of the . way of learning. The second is the story of Joseph Jacotot, a university lecturer from the nineteenth century. The third is of Ivan Illich and his idea of webs of learning.