Initiating Learning
1st Edition
Published on 4. September 2012
156 pages
978-3-8309-7650-9 (ISBN)
Description
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.
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Bosse Bergstedt | Anna Herbert | Anja Kraus
Initiating Learning
Book
09/2012
1st Edition
Waxmann
€24.90
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Content
1 - Book Cover [Seite 1]
1.1 - Imprint [Seite 4]
1.2 - Content [Seite 5]
2 - Introduction (Anja Kraus, Anna Herbert, Bosse Bergstedt) [Seite 7]
3 - ECHO! (Ellen Kobe) [Seite 11]
4 - Pedagogy and the Gaze (Anna Herbert) [Seite 19]
4.1 - Introduction [Seite 19]
4.2 - Pedagogy and art: what do they have in common? [Seite 20]
4.3 - A Comparison between Creativity seen during the Lecture and Creativity seen in Dreams [Seite 26]
4.4 - Risks Involved in Relinquishing the Pre-planned Schedule [Seite 31]
4.5 - Summary [Seite 32]
4.6 - References [Seite 32]
5 - Tacit Knowledge and Literacy - Writing in and between Letters (Jenny Steinnes) [Seite 35]
5.1 - Abstract [Seite 35]
5.2 - Introduction [Seite 35]
5.3 - The Many Spectres in/of the Literary Myth [Seite 37]
5.4 - Derrida - Grammatology - Writing with Spectres [Seite 39]
5.5 - Derrida on Rousseau's Aporia [Seite 40]
5.6 - To Vitalize the Discourses of Literacy by Listening for the Excluded [Seite 41]
5.7 - Perspectives - Spectres in Lettering and Reading [Seite 41]
5.8 - Critique - the spectre in and between the prominent economic and cultural order [Seite 45]
5.9 - Consciousness - the Spectre of the Sacrifice and Costs [Seite 46]
5.10 - Remembrance - the Spectres of our Experience of Tragedy and Hope [Seite 47]
5.11 - Imagination - the Spectres Whispering from the Regions of Arts [Seite 47]
5.12 - Finally - what is the Point? [Seite 51]
5.13 - References [Seite 52]
6 - Learning as Transformation (Anja Kraus) [Seite 55]
6.1 - Abstract [Seite 55]
6.2 - Introduction [Seite 55]
6.3 - Learning as Transformation [Seite 61]
6.4 - Multimodality and Learning [Seite 63]
6.5 - "Sensitive Threshold" as a Didactical Means and as a Research Design [Seite 64]
6.6 - Conclusions [Seite 67]
6.7 - References [Seite 69]
7 - Education and the Body in the Age of Digital Technologies. A "Stieglerian" Perspective (Joris Vlieghe) [Seite 73]
7.1 - Introduction [Seite 73]
7.2 - Digitization and the Absence of the Body [Seite 74]
7.3 - A Critique of the Common Views on Education, Corporeality and Digitization [Seite 77]
7.4 - Stiegler's Radically Technology-Centered Account of Human Existence [Seite 79]
7.5 - Technology as Material Memory Support [Seite 82]
7.6 - A Consistent 'Stieglerian' Approach Towards Education and Technology [Seite 88]
7.7 - Conclusion [Seite 93]
7.8 - References [Seite 94]
8 - Pedagogical Tact. Concretizing a Tacit Dimension in Pedagogy and Rendering it Measurable (Jean-Luc Patry) [Seite 99]
8.1 - Pedagogical Tact [Seite 99]
8.2 - Theory, practice, and tact [Seite 101]
8.3 - Procedure of Analysis [Seite 105]
8.4 - Results [Seite 105]
8.5 - Conclusions [Seite 109]
8.6 - References [Seite 111]
9 - Teaching Professional Reflexivity - Learning (about) Hierarchies: (Counter-)Productive Effects on Student's Reflection Competencies in Educational Settings (Maja S. Maier) [Seite 115]
9.1 - Introduction [Seite 115]
9.2 - Coping with Professional Feedbacks [Seite 115]
9.3 - Gendered Embodiment of Ignorance [Seite 117]
9.4 - Tacit Dimensions of Didactical Arrangements Seen Through Foucaultian Eyes [Seite 121]
9.5 - References [Seite 123]
10 - The Ability to Differentiate: A Teacher's Prerequisite for Dealing with Heterogeneity (Katharina Rosenberger) [Seite 125]
10.1 - Gaining Specific Knowing for Teaching to Diversity: Challenges for Teacher Training [Seite 125]
10.2 - The Investigation of Teacher Students' Ability to Differentiate within a Research Project [Seite 126]
10.3 - Data Collection with Open Vignettes [Seite 129]
10.4 - A Short Insight into the Text Vignette [Seite 135]
10.5 - Key category 1: Assumed causes for N.'s silence [Seite 136]
10.6 - Key category 2: Proposed measures and intentions of the teacher [Seite 139]
10.7 - A Short Insight into the Picture Vignette [Seite 142]
10.8 - The Modality of Judgement as Criterion for the Ability to Differentiate [Seite 145]
10.9 - Assertoric modality: A student constructs a narrative with a chronological structure [Seite 146]
10.10 - Significant Findings between First-Term Students and Mentor Teachers [Seite 147]
10.11 - Mentioning Particular Subjects/Issues - 'the Student's Heart' [Seite 149]
10.12 - Conclusions [Seite 150]
10.13 - References [Seite 152]
11 - About the Authors [Seite 155]
1.1 - Imprint [Seite 4]
1.2 - Content [Seite 5]
2 - Introduction (Anja Kraus, Anna Herbert, Bosse Bergstedt) [Seite 7]
3 - ECHO! (Ellen Kobe) [Seite 11]
4 - Pedagogy and the Gaze (Anna Herbert) [Seite 19]
4.1 - Introduction [Seite 19]
4.2 - Pedagogy and art: what do they have in common? [Seite 20]
4.3 - A Comparison between Creativity seen during the Lecture and Creativity seen in Dreams [Seite 26]
4.4 - Risks Involved in Relinquishing the Pre-planned Schedule [Seite 31]
4.5 - Summary [Seite 32]
4.6 - References [Seite 32]
5 - Tacit Knowledge and Literacy - Writing in and between Letters (Jenny Steinnes) [Seite 35]
5.1 - Abstract [Seite 35]
5.2 - Introduction [Seite 35]
5.3 - The Many Spectres in/of the Literary Myth [Seite 37]
5.4 - Derrida - Grammatology - Writing with Spectres [Seite 39]
5.5 - Derrida on Rousseau's Aporia [Seite 40]
5.6 - To Vitalize the Discourses of Literacy by Listening for the Excluded [Seite 41]
5.7 - Perspectives - Spectres in Lettering and Reading [Seite 41]
5.8 - Critique - the spectre in and between the prominent economic and cultural order [Seite 45]
5.9 - Consciousness - the Spectre of the Sacrifice and Costs [Seite 46]
5.10 - Remembrance - the Spectres of our Experience of Tragedy and Hope [Seite 47]
5.11 - Imagination - the Spectres Whispering from the Regions of Arts [Seite 47]
5.12 - Finally - what is the Point? [Seite 51]
5.13 - References [Seite 52]
6 - Learning as Transformation (Anja Kraus) [Seite 55]
6.1 - Abstract [Seite 55]
6.2 - Introduction [Seite 55]
6.3 - Learning as Transformation [Seite 61]
6.4 - Multimodality and Learning [Seite 63]
6.5 - "Sensitive Threshold" as a Didactical Means and as a Research Design [Seite 64]
6.6 - Conclusions [Seite 67]
6.7 - References [Seite 69]
7 - Education and the Body in the Age of Digital Technologies. A "Stieglerian" Perspective (Joris Vlieghe) [Seite 73]
7.1 - Introduction [Seite 73]
7.2 - Digitization and the Absence of the Body [Seite 74]
7.3 - A Critique of the Common Views on Education, Corporeality and Digitization [Seite 77]
7.4 - Stiegler's Radically Technology-Centered Account of Human Existence [Seite 79]
7.5 - Technology as Material Memory Support [Seite 82]
7.6 - A Consistent 'Stieglerian' Approach Towards Education and Technology [Seite 88]
7.7 - Conclusion [Seite 93]
7.8 - References [Seite 94]
8 - Pedagogical Tact. Concretizing a Tacit Dimension in Pedagogy and Rendering it Measurable (Jean-Luc Patry) [Seite 99]
8.1 - Pedagogical Tact [Seite 99]
8.2 - Theory, practice, and tact [Seite 101]
8.3 - Procedure of Analysis [Seite 105]
8.4 - Results [Seite 105]
8.5 - Conclusions [Seite 109]
8.6 - References [Seite 111]
9 - Teaching Professional Reflexivity - Learning (about) Hierarchies: (Counter-)Productive Effects on Student's Reflection Competencies in Educational Settings (Maja S. Maier) [Seite 115]
9.1 - Introduction [Seite 115]
9.2 - Coping with Professional Feedbacks [Seite 115]
9.3 - Gendered Embodiment of Ignorance [Seite 117]
9.4 - Tacit Dimensions of Didactical Arrangements Seen Through Foucaultian Eyes [Seite 121]
9.5 - References [Seite 123]
10 - The Ability to Differentiate: A Teacher's Prerequisite for Dealing with Heterogeneity (Katharina Rosenberger) [Seite 125]
10.1 - Gaining Specific Knowing for Teaching to Diversity: Challenges for Teacher Training [Seite 125]
10.2 - The Investigation of Teacher Students' Ability to Differentiate within a Research Project [Seite 126]
10.3 - Data Collection with Open Vignettes [Seite 129]
10.4 - A Short Insight into the Text Vignette [Seite 135]
10.5 - Key category 1: Assumed causes for N.'s silence [Seite 136]
10.6 - Key category 2: Proposed measures and intentions of the teacher [Seite 139]
10.7 - A Short Insight into the Picture Vignette [Seite 142]
10.8 - The Modality of Judgement as Criterion for the Ability to Differentiate [Seite 145]
10.9 - Assertoric modality: A student constructs a narrative with a chronological structure [Seite 146]
10.10 - Significant Findings between First-Term Students and Mentor Teachers [Seite 147]
10.11 - Mentioning Particular Subjects/Issues - 'the Student's Heart' [Seite 149]
10.12 - Conclusions [Seite 150]
10.13 - References [Seite 152]
11 - About the Authors [Seite 155]
