Escape from Teaching
2018. g. dec. · Bloomsbury Publishing PLC
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Par šo e-grāmatu
This text is a call to action. The title Escape from Teaching may sound a bit like an imperative. However, much of the recent findings from educational and brain research, especially regarding the potential benefits of informal and self-structured learning, are never realized in educational practice. It is time to ask: What did we really learn from all those years that we spent in instructional and often insulting contexts? What have we got to show from our formal education and what can we become as a result of this experience? What do we forget in such contexts and did it deprive us of our self-confidence and self-structuring skills? What consequences are associated with seeking and testing can equip us with permanent skills and abilities? How could educational institutions change to become places for successful self-directed skills development? And, how can we, as individuals and as a society, develop the potential that rests within us all?
Par autoru
Rolf Arnold, PhD, obtained his doctorate at the University of Heidelberg, Germany, in 1983 and his postdoctoral qualification at the Distance Univerity of Hagen, Germany, in 1987. Since 1990, he has been Professor of Pedagogy (Vocational and Adult Education) at Technische Universität Kaiserslautern, Germany. He is also Scientific Director of the Distance and Independent Studies Centre (DISC), Kaiserslautern, Germany, and speaker of the Virtual Campus Rhineland-Palatinate (VCRP).
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