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Making education educationala reflex...

Hoveid, Halvor.

Making education educationala reflexive approach to teaching /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Making education educationalby Halvor Hoveid, Marit Honerod Hoveid.
Reminder of title:	a reflexive approach to teaching /
Author:	Hoveid, Halvor.
other author:	Hoveid, Marit Honerod.
Published:	Cham :Springer International Publishing :2019.
Description:	xvi, 197 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	TeachingPhilosophy.
Online resource:	https://doi.org/10.1007/978-3-030-27076-6
ISBN:	9783030270766$q(electronic bk.)

Making education educationala reflexive approach to teaching /
Hoveid, Halvor.

Making education educationala reflexive approach to teaching /[electronic resource] :by Halvor Hoveid, Marit Honerod Hoveid. - Cham :Springer International Publishing :2019. - xvi, 197 p. :ill., digital ;24 cm. - Contemporary philosophies and theories in education,v.122214-9759 ;. - Contemporary philosophies and theories in education ;v.4..

Foreword -- preface -- Introduction -- 1. Teaching -- 2. Teaching a Reflexive Approach -- 3. Teaching and Epistemology -- 4. Teaching - Between Attention and Delivery -- 5. Teaching Towards Equity - Listening and Reading -- 6. Education - An Institutionalisation of Teaching -- 7. Education - Coordination of Action - Mutual Recognition.

This book is an argument for reflexivity in the act of teaching, which means to acknowledge that intention guides the act of teaching. Teaching must create attention towards processes of collectivity in the classroom. Today, teaching is both acts of expressing knowledge and acts of securing justice to all students through a mediation of knowledge. Teaching therefore expresses both knowledge with reference to school subjects, and justice according to the distribution of this knowledge. The authors argue for teaching as the driver of education. To pay attention to teaching is to pay attention to that which is inside the system of education. To consider education as a mediation of knowledge between generations, places teaching as an act of performing the content of education, in a class in a school. The complexity of these processes is easily overlooked when education is used as a means in competitive economies. The approach taken in this text is that deliberations about teaching must be based on historicity. The support for this argument builds on a reading of the French philosopher Paul Ricoeur. The book addresses teaching as an integral part of the learning process. In education today, everything seems to be concentrated around learning, as if teaching no longer takes place. Teachers and teacher educators need a language to discuss and understand teaching, both as personal and institutional actions. A Ricoeurian approach to a discussion on teaching as a reflexive and institutional practice, provides a timely approach to important questions related to teaching in our day and age.

ISBN: 9783030270766$q(electronic bk.)

Standard No.: 10.1007/978-3-030-27076-6doiSubjects--Topical Terms:

512152
Teaching
--Philosophy.

LC Class. No.: LB14.7 / .H684 2019

Dewey Class. No.: 370.1

Making education educationala reflexive approach to teaching /
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245 1 0 $a Making education educational $h [electronic resource] : $b a reflexive approach to teaching / $c by Halvor Hoveid, Marit Honerod Hoveid.
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505 0 $a Foreword -- preface -- Introduction -- 1. Teaching -- 2. Teaching a Reflexive Approach -- 3. Teaching and Epistemology -- 4. Teaching - Between Attention and Delivery -- 5. Teaching Towards Equity - Listening and Reading -- 6. Education - An Institutionalisation of Teaching -- 7. Education - Coordination of Action - Mutual Recognition.
520 $a This book is an argument for reflexivity in the act of teaching, which means to acknowledge that intention guides the act of teaching. Teaching must create attention towards processes of collectivity in the classroom. Today, teaching is both acts of expressing knowledge and acts of securing justice to all students through a mediation of knowledge. Teaching therefore expresses both knowledge with reference to school subjects, and justice according to the distribution of this knowledge. The authors argue for teaching as the driver of education. To pay attention to teaching is to pay attention to that which is inside the system of education. To consider education as a mediation of knowledge between generations, places teaching as an act of performing the content of education, in a class in a school. The complexity of these processes is easily overlooked when education is used as a means in competitive economies. The approach taken in this text is that deliberations about teaching must be based on historicity. The support for this argument builds on a reading of the French philosopher Paul Ricoeur. The book addresses teaching as an integral part of the learning process. In education today, everything seems to be concentrated around learning, as if teaching no longer takes place. Teachers and teacher educators need a language to discuss and understand teaching, both as personal and institutional actions. A Ricoeurian approach to a discussion on teaching as a reflexive and institutional practice, provides a timely approach to important questions related to teaching in our day and age.
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