Bergstedt / Herbert / Kraus Initiating Learning

1. Auflage 2012
ISBN: 978-3-8309-7650-9
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: PC/MAC/eReader/Tablet/DL/kein Kopierschutz

E-Book, Englisch, 156 Seiten

Learning processes are never at hand or evident. How we learn something is for the most part not visible for us and for others. Primarily, learning is carried out by implicit and unspoken attitudes and mindsets, as it is stimulated by more or less ungraspable former experiences. Furthermore, it is influenced by opaque actual happenings such as subtexts of a spoken text, by forms of bodily communication and interaction and by the material conditions of learning processes and their limitations. Thus, learning cannot be reduced to its visible side such as its tasks, to the conscious motives and to forms of controlling it. When looking at learning only as an explicit process, its taciturnity and, by this, the real challenges of educating, teaching and learning get out of sight. Therefore, the endeavor to initiate learning cannot but deal with its explicit as well with its tacit aspects.

Autoren/Hrsg.

Bergstedt, Bosse

Herbert, Anna

Kraus, Anja

Inhaltsverzeichnis

1;Book Cover;1
1.1;Imprint;4
1.2;Content;5
2;Introduction (Anja Kraus, Anna Herbert, Bosse Bergstedt);7
3;ECHO! (Ellen Kobe);11
4;Pedagogy and the Gaze (Anna Herbert);19
4.1;Introduction;19
4.2;Pedagogy and art: what do they have in common?;20
4.3;A Comparison between Creativity seen during the Lecture and Creativity seen in Dreams;26
4.4;Risks Involved in Relinquishing the Pre-planned Schedule;31
4.5;Summary;32
4.6;References;32
5;Tacit Knowledge and Literacy – Writing in and between Letters (Jenny Steinnes);35
5.1;Abstract;35
5.2;Introduction;35
5.3;The Many Spectres in/of the Literary Myth;37
5.4;Derrida – Grammatology – Writing with Spectres;39
5.5;Derrida on Rousseau’s Aporia;40
5.6;To Vitalize the Discourses of Literacy by Listening for the Excluded;41
5.7;Perspectives – Spectres in Lettering and Reading;41
5.8;Critique – the spectre in and between the prominent economic and cultural order;45
5.9;Consciousness – the Spectre of the Sacrifice and Costs;46
5.10;Remembrance – the Spectres of our Experience of Tragedy and Hope;47
5.11;Imagination – the Spectres Whispering from the Regions of Arts;47
5.12;Finally – what is the Point?;51
5.13;References;52
6;Learning as Transformation (Anja Kraus);55
6.1;Abstract;55
6.2;Introduction;55
6.3;Learning as Transformation;61
6.4;Multimodality and Learning;63
6.5;“Sensitive Threshold” as a Didactical Means and as a Research Design;64
6.6;Conclusions;67
6.7;References;69
7;Education and the Body in the Age of Digital Technologies. A “Stieglerian” Perspective (Joris Vlieghe);73
7.1;Introduction;73
7.2;Digitization and the Absence of the Body;74
7.3;A Critique of the Common Views on Education, Corporeality and Digitization;77
7.4;Stiegler’s Radically Technology-Centered Account of Human Existence;79
7.5;Technology as Material Memory Support;82
7.6;A Consistent ‘Stieglerian’ Approach Towards Education and Technology;88
7.7;Conclusion;93
7.8;References;94
8;Pedagogical Tact. Concretizing a Tacit Dimension in Pedagogy and Rendering it Measurable (Jean-Luc Patry);99
8.1;Pedagogical Tact;99
8.2;Theory, practice, and tact;101
8.3;Procedure of Analysis;105
8.4;Results;105
8.5;Conclusions;109
8.6;References;111
9;Teaching Professional Reflexivity – Learning (about) Hierarchies: (Counter-)Productive Effects on Student’s Reflection Competencies in Educational Settings (Maja S. Maier);115
9.1;Introduction;115
9.2;Coping with Professional Feedbacks;115
9.3;Gendered Embodiment of Ignorance;117
9.4;Tacit Dimensions of Didactical Arrangements Seen Through Foucaultian Eyes;121
9.5;References;123
10;The Ability to Differentiate: A Teacher’s Prerequisite for Dealing with Heterogeneity (Katharina Rosenberger);125
10.1;Gaining Specific Knowing for Teaching to Diversity: Challenges for Teacher Training;125
10.2;The Investigation of Teacher Students’ Ability to Differentiate within a Research Project;126
10.3;Data Collection with Open Vignettes;129
10.4;A Short Insight into the Text Vignette;135
10.5;Key category 1: Assumed causes for N.’s silence;136
10.6;Key category 2: Proposed measures and intentions of the teacher;139
10.7;A Short Insight into the Picture Vignette;142
10.8;The Modality of Judgement as Criterion for the Ability to Differentiate;145
10.9;Assertoric modality: A student constructs a narrative with a chronological structure;146
10.10;Significant Findings between First-Term Students and Mentor Teachers;147
10.11;Mentioning Particular Subjects/Issues – ‘the Student’s Heart’;149
10.12;Conclusions;150
10.13;References;152
11;About the Authors;155