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|a com.springer.onix.9789811541445
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1 |
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|a Glassner, Amnon.
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| 245 |
1 |
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|a Exploring heutagogy in higher education :
|b academia meets the zeitgeist /
|c Amnon Glassner, Shlomo Back
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| 260 |
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|a Singapore :
|b Springer,
|c 2020.
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| 300 |
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|a 1 online resource (216 pages)
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|a text
|b txt
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|a Print version record.
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|a Intro -- Preface -- Acknowledgements -- About This Book -- Reading the Book -- Contents -- About the Authors -- 1 Introduction-Heutagogy: What Does It Mean and Why It Is Needed -- Etymology -- Definition -- Preliminary Objections -- Why Heutagogy? -- The ICT Revolution and the Changing Concept of Knowledge -- Educating the Next Generation -- The Moral Dimension -- Principles -- References -- Part I Points of Departure -- 2 Philosophical Roots -- Three Epistemologies -- Against Empiricism -- Rationalism: The Ecological Paradigm -- The Constructivist Stance -- The Need for a New Epistemology
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|a Carl Rogers, Existential-Phenomenology, and the Learner-Centered Humanistic Approach -- Phenomenology -- Existentialism: Becoming and Dialogue -- Learning to Learn -- Meaningful Learning -- Politics and Democracy -- Conclusion -- References -- 3 Connectivism: Networks, Knowledge, and Learning -- Images of Thought -- The Core Idea -- Caveats -- Appendix: Network Topologies -- References -- 4 Psychological and Sociological Aspects of Heutagogy -- Self-determination Theory (SDT) and Self-determined Learning (Heutagogy) -- The Three Basic Psychological Needs -- SDT and Heutagogy
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| 505 |
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|a Heutagogy, Intellectual Emancipation, and Equality -- The Social Circle of Power -- The Sociological Impact of Emancipation and Equality -- Democracy and Social Justice Orientations -- Democracy Orientation -- Social Justice Orientation -- Conclusion -- References -- 5 Three "Gogies": Pedagogy, Andragogy, Heutagogy -- Background -- From Pedagogy to Andragogy -- Dewey and Lindeman -- Knowles on Andragogy Versus Pedagogy -- Critique of Andragogy -- Moving Ahead to Heutagogy -- Double and Triple-Loop Learning -- The Pedagogy-Andragogy-Heutagogy Continuum -- Heutagogy: Principles of Design
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|a References-6 The Philosophy of Heutagogy-Logic: Its Difficulties and Their Problematic Moral Impact-Ethical Considerations-Education-The Epistemological Aspects of Network Topologies-The Digital Revolution-The Nature of Knowledge-Education-Wandering-Caveats and Questions-Wandering, Self-identity, and Education-Heutagogy-Summary-References-7 Pioneers of Heutagogy-The Talmud and the Havruta-General Background-The Talmud as a Mesh Network-The Talmud pages Layout-Learning the Talmud-The Havruta-Teaching French: Josef Jacotot
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|a What More Can Be Learned from Jacotot? Understanding Without Teacher Clarifications -- The Teacher's Role -- Illich's Webs of Learning -- Conclusion -- References -- Part II The Journey: The Case Studies -- 8 Methodology -- The Collaborative Self-study Methodology -- The Multiple Case Study Methodology -- Background Information -- The Department of Education, at Ben-Gurion University of the Negev -- Kaye Academic College of Education -- The Cases -- Data Collection -- Data Analysis -- Limitations of the Study -- Ethical Considerations -- References -- 9 Cognition and Education
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|a The Case in a Nutshell
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|a Includes bibliographical references.
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|a This book explores heutagogy (self-determined learning) - a new approach to teaching and learning in higher education - and proposes a paradigm shift in teaching, learning, and the educational enterprise and ecosystem. The first part of the book presents the philosophical, psychological and sociological foundations of heutagogy, and describes lessons learned from prior experiences of its implementation. The second part presents a collaborative self-study of five heutagogy courses in higher education. The third discusses how the academic community can enhance the paradigm change, and compares heutagogy to similar academic approaches. The concluding chapter of the book explores the question of "what next"? and suggests some possible elaborations of heutagogy. "At the beginning, it was very difficult for me to appreciate the courses mode of learning. All my life I had learned in a traditional manner. Occasionally I felt that I was being thrown into deep water without a lifeguard. ... But as the course progressed, I succeeded in letting go of my deeply rooted habits and discovered a new learning approach, through which I found in myself a new learner ..." (Students reflection) " ... this book suggests a novel approach to learning and education and will become a widely read one." Dr. Lisa Marie Blaschke, Carl von Ossietzky University of Oldenburg
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| 650 |
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|a Education, Higher
|x Philosophy.
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| 650 |
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7 |
|a Philosophy & theory of education.
|2 bicssc
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| 650 |
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7 |
|a Teaching skills & techniques.
|2 bicssc
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| 650 |
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7 |
|a Higher & further education, tertiary education.
|2 bicssc
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| 650 |
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7 |
|a Education
|x Philosophy & Social Aspects.
|2 bisacsh
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| 650 |
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7 |
|a Education
|x Educational Psychology.
|2 bisacsh
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| 650 |
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|a Education
|x Higher.
|2 bisacsh
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| 650 |
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7 |
|a Education, Higher
|x Philosophy
|2 fast
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| 700 |
1 |
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|a Back, Shlomo.
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| 758 |
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|i has work:
|a EXPLORING HEUTAGOGY IN HIGHER EDUCATION (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCYM66Y6y7fFk3cPXqMWwwd
|4 https://id.oclc.org/worldcat/ontology/hasWork
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| 776 |
0 |
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|i Print version:
|a Glassner, Amnon.
|t Exploring Heutagogy in Higher Education : Academia Meets the Zeitgeist.
|d Singapore : Springer, ©2020
|z 9789811541438
|
| 856 |
4 |
0 |
|u https://holycross.idm.oclc.org/login?auth=cas&url=https://link.springer.com/10.1007/978-981-15-4144-5
|y Click for online access
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|a SPRING-ED2020
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|b HCD
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