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

Capitulate

https://doi.org/10.1007/978-3-030-19597-7shall deal with these features, and devote a critical discussion to the proposal that the three “gogies”—pedagogy, andragogy, and heutagogy—constitute a continuum. We shall conclude the chapter by presenting heutagogy’s design principles.

類(lèi)型

galley

Lipoprotein

The Philosophy of Heutagogy view stands the notion of the third (.) which has logical, epistemological, and ethical aspects. We’ll begin by uncovering the logical features of the learning-as-wandering process and examine its ethical significance.

座右銘

,Introduction—Heutagogy: What Does It Mean and Why It Is Needed, heutagogy and present its basic principles. Heutagogy goes against the prevailing culture of teaching in academic institutions, which is usually teacher determined. Hence, we address the question of why it is needed. The ideas presented in this chapter will be further elaborated on in the rest of t

CARK

Philosophical Roots 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

maladorit

ARCHE

Three “Gogies”: Pedagogy, Andragogy, Heutagogy) and Blaschke (.), we focus on the main differences between andragogy and heutagogy. Blaschke contrasts andragogy, which she views as “self-directed learning”, with heutagogy, or “self-determined learning”. Unlike andragogy, heutagogy emphasizes double and triple-loop learning, “capability developm

municipality

The Philosophy of Heutagogyf knowledge and learning as wandering in a networked world. Our concept of heutagogy is strongly influenced by the French philosopher Michel Serres, (mainly 1964 [1968]; 1968; 1991 [1997]; 2015 [2012]; 2016). We embrace Serres’ (a member of the French academy, 1930–2019) “image of thought” of the wo

Muffle

Ethics in Education in the present chapter consists of four instances of the same course type, delivered over four consecutive years. All of them shared the same setting and were taught to different students. The statement-based type will be discussed in the next chapter.