A Will to Learn: Being a Student in an Age of UncertaintyMcGraw-Hill Education, 2007 M10 1 - 208 páginas There is an extraordinary but largely unnoticed phenomenon in higher education: by and large, students persevere and complete their studies. How should we interpret this tendency? Students are living in uncertain times and often experience anxiety, and yet they continue to press forward with their studies. The argument here is that we should understand this propensity on the part of students to persist through a will to learn. This book examines the structure of what it is to have a will to learn. In the explorations here, a language of being, becoming, authenticity, dispositions, voice, air, spirit, inspiration, passion and care is drawn on.As such, this book offers an idea of student development that challenges the dominant views of our age, of curricula understood in terms of skills and even of knowledge and pedagogy understood as bringing off pre-specified 'outcomes'. The will to learn, though, can be fragile. This is of crucial importance, for if the will to learn dissolves, the student's commitment may falter. Accordingly, more than encouraging an interest in the student's subject or in the acquiring of skills, the primary responsibility of teachers in higher education is to sustain and develop the student's will to learn. This is a radical thesis, for it implies a transformation in how we understand the nature of teaching in higher education. |
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Contenido
Where theres a will | 15 |
Being | 27 |
Authenticity | 40 |
Derechos de autor | |
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EBOOK: A Will to Learn: Being a Student in an age of Uncertainty Ronald Barnett Vista previa limitada - 2007 |
A Will To Learn: Being A Student In An Age Of Uncertainty: Being a Student ... Barnett, Ronald Vista previa limitada - 2007 |
Términos y frases comunes
actions anxiety assessed authenticity becoming bring calls challenges Chapter character claim comes commitment complex concepts concern connections continuing course critical curricula curriculum develop dispositions and qualities distinction efforts emerge encouraged energy engage epistemological essay expected experiences feel field forward further gift give given hand Heidegger higher education hold hope human idea individual inspiration intellectual interest kind knowledge least live London look matter meaning mode motive moves necessary nurture observed offer one's ontological outcomes particular passion pedagogical relationship performance perhaps position possible practical precisely present Press question reason relation requires responsibility risk sense simply situation space spirit stand standards student studies suggest surely task teacher teaching term things thinking thought tion turn tutor uncertainty understanding University virtues voice
Referencias a este libro
Researching with Integrity: The Ethics of Academic Enquiry Bruce Macfarlane Sin vista previa disponible - 2008 |
The University and its Disciplines: Teaching and Learning within and beyond ... Carolin Kreber Sin vista previa disponible - 2008 |