國立高雄大學圖資館 |

語系: 繁體中文

說明(常見問題)

圖資館首頁

登入

回首頁 到查詢結果 [ subject:"Dialogue." ]

切換: 標籤 | MARC模式 | ISBD

Dialogue and boundary learning

Rule, Peter Neville.

Dialogue and boundary learning

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Dialogue and boundary learningby Peter Neville Rule.
作者:	Rule, Peter Neville.
出版者:	Rotterdam :SensePublishers :2015.
面頁冊數:	xxiv, 178 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	LearningPhilosophy.
電子資源:	http://dx.doi.org/10.1007/978-94-6300-160-1
ISBN:	9789463001601$q(electronic bk.)

Dialogue and boundary learning
Rule, Peter Neville.

Dialogue and boundary learning[electronic resource] /by Peter Neville Rule. - Rotterdam :SensePublishers :2015. - xxiv, 178 p. :ill., digital ;24 cm. - Educational futures, rethinking theory and practice,v.662214-9864 ;. - Educational futures, rethinking theory and practice ;v.66..

Foreword: Learning through Dialogue -- Acknowledgements -- List of Tables and Figures -- Introduction -- Part 1: Dialogue: A Genealogy for Education -- Socrates and Dialogue as Vocation -- Introduction -- The Historical Socrates -- Socrates in Dialogue and the Dialogic Socrates -- Dialogue and Dialectic -- Socrates and the Questions of Learning -- Socrates as Educator -- Socrates and Contemporary Education -- Conclusion -- Martin Buber and the Life of Dialogue -- Introduction -- Outline of a Life -- Buber and Dialogue -- Buber the Educator -- Buber's Dialogic Approach to Education -- Buber's Continuing Dialogue in Education -- Conclusion -- Mikhail Bakhtin and Ideological Becoming -- Introduction -- Living in Tumultuous Times -- The Question of Bakhtin and Education -- Dialogue, Teaching and Learning -- Authorship and Internally Persuasive Discourse -- Conclusion -- Paulo Freire and Emancipatory Education -- Introduction -- Life -- Key Ideas: Dialogue, Conscientisation, Praxis -- Teaching, Learning and Knowing -- Freire's Continuing Influence on Education -- Conclusion -- Part 2: Dialogue and Lifelong Education -- Adult Education Projects and Dialogic Space -- Introduction -- Dialogue and Emancipatory Education -- Critiques of a Pedagogy of Dialogue -- Defining Dialogue in Relation to Educational Transformation -- Adult Education Projects as Dialogic Spaces -- The Context of the Tuition Project -- The Case of the Tuition Project -- Apartheid as Anti-Dialogue -- Conditions for Dialogue -- Dialogue, Movement and Common Ground -- Dialogue and 'Responsibility' -- Conclusion -- Bakhtin and the Poetics of Pedagogy -- Introduction -- Mikhail Bakhtin: Background and Key Ideas -- Dialogue and Student Development -- Language Types and Pedagogy -- Speech Genres and Dialogic Learning -- A Boundary Pedagogy of Dialogue and Access: Constraints and Challenges -- Conclusion -- Early Childhood Development and Relational Pedagogy -- Introduction -- Context of Research -- Purpose of the Project -- Theoretical Framing -- Methodology -- Findings -- Conclusion -- Bakhtin and Freire: Dialogue, Dialectic and Bound.

In an increasingly monologic world of war, exploitation and fear of "the other", dialogue within and between humans, and with the world around us, is critical to a humane future. This book explores dialogue and learning in theory, practice and praxis across a spectrum of lifelong education contexts. It develops a philosophical basis by examining the lives, works and dialogic traditions of four key thinkers: Socrates, Martin Buber, Mikhail Bakhtin and Paulo Freire. It then examines dialogue and learning in contexts ranging from early childhood development to adult, community and higher education. In doing so, it develops and illustrates the innovative concepts of dialogic space, boundary learning and diacognition. It has a specific focus on learners and learning in contexts of oppression and marginality, and with a view to personal and social emancipation. It is located in an African context, specifically South Africa, although its resonance is both local and global. The book marks an innovative contribution to our understanding of dialogue and learning, framed by the great dialogic traditions of the past, and is a dialogical provocation to the ongoing generation of praxis. "This book is valuable for grounding lifelong learning experiences within an African context. It underlines the complexities involved in carrying out 'authentic' dialogue at different stages of education in Africa throughout the lifespan, exploring cases of border crossing and boundary maintenance." - Peter Mayo, University of Malta and Series Editor of the International Issues in Adult Education Series.

ISBN: 9789463001601$q(electronic bk.)

Standard No.: 10.1007/978-94-6300-160-1doiSubjects--Topical Terms:

319338
Learning
--Philosophy.

LC Class. No.: LB1060

Dewey Class. No.: 370.1

Dialogue and boundary learning
LDR:04787nmm a2200337 a 4500 001 477685
003 DE-He213
005 20160513132219.0
006 m d
007 cr nn 008maaau
008 160614s2015 ne s 0 eng d
020 $a 9789463001601$q(electronic bk.)
020 $a 9789463001588$q(paperback)
020 $a 9789463001595$q(hardback)
024 7 $a 10.1007/978-94-6300-160-1 $2 doi
035 $a 978-94-6300-160-1
040 $a GP $c GP
041 0 $a eng
050 4 $a LB1060
072 7 $a JN $2 bicssc
072 7 $a EDU000000 $2 bisacsh
082 0 4 $a 370.1 $2 23
090 $a LB1060 $b .R935 2015
100 1 $a Rule, Peter Neville. $3 732663
245 1 0 $a Dialogue and boundary learning $h [electronic resource] / $c by Peter Neville Rule.
260 $a Rotterdam : $b SensePublishers : $b Imprint: SensePublishers, $c 2015.
300 $a xxiv, 178 p. : $b ill., digital ; $c 24 cm.
490 1 $a Educational futures, rethinking theory and practice, $x 2214-9864 ; $v v.66
505 0 $a Foreword: Learning through Dialogue -- Acknowledgements -- List of Tables and Figures -- Introduction -- Part 1: Dialogue: A Genealogy for Education -- Socrates and Dialogue as Vocation -- Introduction -- The Historical Socrates -- Socrates in Dialogue and the Dialogic Socrates -- Dialogue and Dialectic -- Socrates and the Questions of Learning -- Socrates as Educator -- Socrates and Contemporary Education -- Conclusion -- Martin Buber and the Life of Dialogue -- Introduction -- Outline of a Life -- Buber and Dialogue -- Buber the Educator -- Buber's Dialogic Approach to Education -- Buber's Continuing Dialogue in Education -- Conclusion -- Mikhail Bakhtin and Ideological Becoming -- Introduction -- Living in Tumultuous Times -- The Question of Bakhtin and Education -- Dialogue, Teaching and Learning -- Authorship and Internally Persuasive Discourse -- Conclusion -- Paulo Freire and Emancipatory Education -- Introduction -- Life -- Key Ideas: Dialogue, Conscientisation, Praxis -- Teaching, Learning and Knowing -- Freire's Continuing Influence on Education -- Conclusion -- Part 2: Dialogue and Lifelong Education -- Adult Education Projects and Dialogic Space -- Introduction -- Dialogue and Emancipatory Education -- Critiques of a Pedagogy of Dialogue -- Defining Dialogue in Relation to Educational Transformation -- Adult Education Projects as Dialogic Spaces -- The Context of the Tuition Project -- The Case of the Tuition Project -- Apartheid as Anti-Dialogue -- Conditions for Dialogue -- Dialogue, Movement and Common Ground -- Dialogue and 'Responsibility' -- Conclusion -- Bakhtin and the Poetics of Pedagogy -- Introduction -- Mikhail Bakhtin: Background and Key Ideas -- Dialogue and Student Development -- Language Types and Pedagogy -- Speech Genres and Dialogic Learning -- A Boundary Pedagogy of Dialogue and Access: Constraints and Challenges -- Conclusion -- Early Childhood Development and Relational Pedagogy -- Introduction -- Context of Research -- Purpose of the Project -- Theoretical Framing -- Methodology -- Findings -- Conclusion -- Bakhtin and Freire: Dialogue, Dialectic and Bound.
520 $a In an increasingly monologic world of war, exploitation and fear of "the other", dialogue within and between humans, and with the world around us, is critical to a humane future. This book explores dialogue and learning in theory, practice and praxis across a spectrum of lifelong education contexts. It develops a philosophical basis by examining the lives, works and dialogic traditions of four key thinkers: Socrates, Martin Buber, Mikhail Bakhtin and Paulo Freire. It then examines dialogue and learning in contexts ranging from early childhood development to adult, community and higher education. In doing so, it develops and illustrates the innovative concepts of dialogic space, boundary learning and diacognition. It has a specific focus on learners and learning in contexts of oppression and marginality, and with a view to personal and social emancipation. It is located in an African context, specifically South Africa, although its resonance is both local and global. The book marks an innovative contribution to our understanding of dialogue and learning, framed by the great dialogic traditions of the past, and is a dialogical provocation to the ongoing generation of praxis. "This book is valuable for grounding lifelong learning experiences within an African context. It underlines the complexities involved in carrying out 'authentic' dialogue at different stages of education in Africa throughout the lifespan, exploring cases of border crossing and boundary maintenance." - Peter Mayo, University of Malta and Series Editor of the International Issues in Adult Education Series.
650 0 $a Learning $x Philosophy. $3 319338
650 0 $a Education $x Philosophy. $3 195015
650 0 $a Dialogue. $3 201249
650 1 4 $a Education. $3 177995
650 2 4 $a Education, general. $3 730921
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer eBooks
830 0 $a Educational futures, rethinking theory and practice ; $v v.66. $3 732664
856 4 0 $u http://dx.doi.org/10.1007/978-94-6300-160-1
950 $a Humanities, Social Sciences and Law (Springer-11648)